Student's Book
Map of the book 1
Lesson
** Grammar and functions! ^
Vocabulary
*™
Skills and sounds
1 Welcome! Hospitality customs in different countries
Present simple (1) for customs and habits Questions Adverbs of frequency
Hospitality: verbs
Listening: listening for main ideas Speaking: talking about suitable questions to ask people Reading: reading for main ideas Writing: writing simple sentences with adverbs of frequency
2 A day in the life of the USA Typical daily routines
Present simple (2) for routines: third person singular Expressions of time
Routine activities Meals Times of the day Matching verbs and nouns
Reading: reading for main ideas Listening: listening for main ideas; listening for specific information Sounds: third person singular present simple endings: M /z/, /iz/ Writing: writing connected sentences about daily routines using and and then
3 Home rules
Articles Plurals
Types of housing Rooms Furniture and equipment
Reading: reacting to a passage and comparing information in a passage with personal opinion Speaking: talking about typical homes and ideas of 'home
4 First impressions Impressions of Britain and the USA
Verb patterns (1): -ing form verbs Talking about likes and dislikes
Positive and negative adjectives Matching nouns and adjectives
Reading: reading for main ideas; inferring Sounds: strong intonation for likes and dislikes Speaking: talking about likes and dislikes
5 Take a closer look Describing a situation
Present simple and present continuous
Words for everyday transactions, such as shopping Identifying verbs and nouns; grouping words according to subject
Speaking: talking about people's lifestyles; describing a situation Sounds: /n/and /rj/ Listening: listening for main ideas; listening for context
Progress check lessons 1-5
Revision
"Words with more than one part of speech Choosing useful words Starting a Wordbank
Sounds: third person singular present simple endings: /s/. /z/. /iz/; /i/ and /i:/; interested intonation Speaking: talking about customs and traditions of hospitality Writing: punctuation of sentences; writing about customs 1 of hospitality
6 Surprising behaviour
Past simple (1): regular and irregular verbs
New words from a passage by Paul Theroux Adjectives and nouns which go together
Reading: reading for main ideas; inferring Sounds: past simple endings: /t/, /d/ and /id/ Speaking: talking about surprising behaviour
7 The world's first package tours The life of Thomas Cook
Past simple (2): questions and short answers
Travel and tourism Nouns, adjectives and verbs which go together
Reading: reading for main ideas; reading for specific information Speaking: talking about important events in Thomas Cook's life; talking about experiences as a tourist
8 Something went wrong
Expressions of past time So, because
Journeys by train, boat and plane Hotel accommodation
Listening: predicting, listening for specific information Speaking: talking about a situation where something were wrong Writing: writing a story about something that went wrongl using and, but, so and because
9 Family life Portrait of a French family; typical families from different countries
Possessive 's Possessive adjectives
Members of the family
Listening: listening for specific information Sounds: weak syllables /9/; contrastive stress Reading: reading for main ideas Speaking: giving general and/or specific information . about families in your country
10 The town where I live
Have got
Town features and facilities Adjectives to describe towns
Listening: listening for specific information; listening for main ideas Writing: writing a description of the town where you !h . using and and but
Different ideas of 'home' in different cultures
An extract from The Kingdom by the Sea, by Paul Theroux
Travel situations when things went wrong
Venice; talking about the advantages and disadvantages of life in your home town
Grammar and functions
Vocabulary
Skills and sounds
Progress check lessons 6- 10
Revision
Word chains Compound nouns Categorising vocabulary
Sounds: syllable stress in words; /S/ and /0/; A>/ and /su/; friendly intonation Writing: predicting a story from questions Speaking: talking about past events; families
// How ambitious are you? Talking about ambitions
Verb patterns (2); to + infinitive; going to for intentions, would like to for ambitions
Ambitions Verbs and nouns which go together
Reading: reading and answering a questionnaire Writing: writing a paragraph describing your ambitions using because and so
12 English in the future The role of the English language in the future of your country
Will for predictions
Jobs School subjects
Listening: listening for main ideas Sounds: syllable stress in words; /e/ and /ei/ Speaking: talking about the future of English Writing: writing a paragraph about what people think about the future of English
13 Foreign travels Manning a trip to South America
Going to for plans and will for decisions Expressions of future time
Equipment for travellers
Listening: listening for specific information Speaking: planning a trip
14 In Dublin's fair city Finding your way around town
Prepositions of place Asking for and giving directions
Town features Adjectives to describe bars
Reading: reacting to a passage Listening: listening for specific information Sounds: /a:/, Ae/ and /A/ Speaking: giving directions around town
Progress check lessons 11-15
Revision
Word maps Nouns from verbs and nouns from other nouns Noun suffixes for Jobs
Sounds: weak syllables /V; AJ7 and /JV; contrasrive stress; polite inionation in questions Speaking: planning a lunch party for friends
16 What's on? Typical entertainment in different countries
Prepositions of time and place Making invitations and suggestions
Types and places of entertainment and related words
Listening: listening for specific information Speaking: talking about typical entertainment Writing: writing and replying to invitations
17 Famous faces Describing people
Describing appearance and character: look like, be like
Words to describe height, age, looks, build and character
Listening: listening for main ideas Speaking: describing people Writing: writing a letter describing your appearance
18 Average age Personal qualities at different ages
Making comparisons (1): comparative and superlative adjectives
Adjectives of character
Reading: reacting to a passage and comparing information in a passage with your own experience Speaking: talking about exceptional people Writing: writing sentences describing exceptional people
19 Dressing up Typical clothes in different countries
Making comparisons (2): snore than, less than, as. ..as
Clothes Colours Personal categories for organising new vocabulary
Reading: reading for specific information Sounds: weak syllables /a/ and hi; weak forms /bsn/, fszj and /fram/; stress for disagreement Listening: listening for main ideas Speaking: talking about clothing
20 Memorable journeys
Talking about journey time, distance, speed and prices
Numbers Words to describe a longdistance journey by car
Listening: listening for specific information Sounds: syllable stress in numbers Speaking: talking about a memorable journey
-^jgress check !essons 16- 20
Revision
International words Adjective suffixes Male and female words
Sounds: /o/ and /u:/; /djA polite and friendly intonation Speaking: mutual dictation Writing: mutual dictation to recreate a story
Lesson
Grammar and functions
Vocabulary
Skills and sounds
21 How are you keeping? Your body and your health
Present perfect simple (1) for experiences
Parts of the body
Reading: reading and answering a questionnaire Speaking: talking about experiences
22 What's new with you?
Present perfect simple (2) for past actions with present results
Political and social conditions
Listening: predicting; listening for specific information Sounds: linking of /v/ and /s/ endings before certain verbs Writing: writing a letter describing recent changes in your life
Present perfect simple (3): for and since
Words to describe important events and festivals
Listening: listening for specific information Sounds: weak form /fs/ Writing: writing a paragraph describing an important national occasion
24 Divided by a common language? A comparison of British and American English
Defining relative clauses: who, which/that and where
American English words with different meanings in British English
Speaking: talking about useful types of English Reading: inferring Sounds: comparing American and British standard pronunciation; difference in specific phonemes Listening: listening for specific information
25 What's it called in English?
Describing things when you don't know the word
Adjectives for shape, material, size etc. Words to describe something if you don't know the English word Everyday objects
Listening: listening for main ideas Sounds: consonant clusters; word linking in sentences Speaking: describing everyday objects
Progress check lessons 21 - 25
Revision
Verbs from nouns and nouns from verbs Noun suffixes Meanings of get
Sounds: ;3i/ and ,/a/; /b:/ and /A/ Speaking: Talking about you travel experiences Writing: writing a paragraph about other students' travel experiences.
26 Safety first Safety instructions and rules
Modal verbs Must for obligation; mustn't for prohibition
Words to describe situations where safety instructions apply: on a motorway, in a train, at the border, in the street
Speaking: talking about safety instructions Sounds: linking of /nust/ and /niAsnt/; insistent intonation 1 Reading: reading about safety instructions Listening: listening for main ideas
27 The Skylight A short story by Penelope Mortimer
Can, could (1) for ability
New words from a story The Skylight
Speaking: talking about what you can or can't do; predicting what happens next in a story Listening: listening for main ideas; listening for specifi: 1 information
28 Breaking the rules?
Can, can't (2) for permission and prohibition
Words to describe rules in everyday situations
Reading: reading and answering a questionnaire Sounds: strong and weak forms of can; American Eng'.dB can and can't Listening: listening for main ideas Speaking: talking about rules
29 Warning: flying is bad for your health Advice on staying healthy
Should and shouldn 't for advice
Medical complaints Parts of the body
Reading: reading for specific information Listening: listening for specific information Speaking: talking about advice for slaying healthy
30 Doing things the right way
Asking for permission Asking people to do things Offering
Words from a questionnaire about behaviour in social situations
Reading: reading and answering a questionnaire Sounds: polite intonation in questions Listening: listening for specific information
Revision
Adjectives and nouns which go together Words with more than one meaning and part of speech Techniques for dealing with words you don't understand Word association
Sounds: /au/ and /oi/; /[/, /tj/ and /dj/; polite and frien^B intonation Speaking: talking about advice and rules for foreign 1 visitors to your country Writing: writing some advice and rules for foreign vi- «
Talking about changes in your life
23 It's a holiday Important national or local events and festivals
Describing objects
Rules and customs in everyday situations in different countries
Behaviour and manners in different social situations
Progress check lessons 26- 30
•
H
"
Lesson
F[Grammar and functions! ™
Vocabulary
P
-•
Skills and sounds
-
31 My strangest dream An English woman talks about her dream in which the Queen came to tea
Past continuous (1) for interrupted actions When
Verbs and prepositions which go together Adjective and noun or noun and noun combinations Words for story telling
'Speaking: predicting what happens next in a story Listening: listening for specific information Writing: writing a story using suddenly, fortunately, unfortunately, to my surprise, finally
32 Time travellers A true story about two women who travelled back in time
Past continuous (2): while and when
New words from a passage called Time travellers
Reading: predicting; reading for main ideas Speaking: talking about travelling in time
33 Is there a future for us? Two children give their views on the environment in the future
Expressions of quantity (2): too much/many, not enough, fewer, less and more
Geographical features and location
Reading: reading for specific information; inferring Speaking; talking about the geography of your country; talking about the environment
34 The Day of the Dead An article about Mexico's Day of the Dead
Present simple passive
Religion Rituals and festivals
Reading: predicting; reading for main ideas; reacting to a passage Speaking: talking about a ritual or festival in your country Writing: writing about a ritual or festival
35 Mind your manners!
Making comparisons (5): but. boiiet; although
Food Plates, cutlery etc. Cooking utensils
Reading: reading and answering a questionnaire Listening: listening for specific information Sounds: stress and intonation in sentences with but, however, although Speaking: talking and writing about table manners and social occasions in your country
Progress check lessons 31 - 35
Revision
Multi-part verbs
Sounds: /v/ and /w/; /h/; stress in multi-part verbs Writing: punctuating a story; inserting words into a story
36 Lovely weather The best times to visit different countries
Might and may for possibility
Weather
Reading: reading for specific information Writing: writing a letter giving advice about the best time to visit your country
37Help! Emergency situations
First conditional
Words to describe emergency situations
Speaking: talking about emergency situations; predicting the end of a story Sounds: /!/; word linking in sentences Listening: listening for main ideas, listening for specific information
38 My perfect weekend
Would for imaginary situations
Luxuries and necessities New vocabulary from a passage called My perfect weekend
Speaking: talking about luxuries and necessities; talking about your perfect weekend Reading: reacting to a passage Sounds: linking of/d/ ending before verbs beginnins ir. N or /d/ Listening: listening for main ideas
39 The umbrella man • .-. short story by Roald Dahl
Second conditional
New vocabulary from a story called The umbrella man
Reading: predicting; reading for main ideas; reading for specific information Listening: listening for specific information Writing: rewriting a story from a different poin; or -, :=.--.-
-iO Hoiv Unlucky can you get? _~~"ucky experiences
Past perfect: after, when and because
New vocabulary from a story called How unlucky can you get?
Listening: listening for specific information Sounds: linking of/d/ in past perfect sentences Speaking: predicting the end of a story Writing: writing sentences using after, because and when
.- -gress check 3
Revision
Table manners and behaviour in social situations
Two people describe their perfect weekend
activities
Grammar section Irregular verbs Phonetic alphabet
Sounds: /w/, /r/: /D:/, /au/; stressed words Speaking: talking about difficult situations; preparing and acting out a dialogue
Welcome! Present simple (1) for customs and habits: questions; adverbs of frequency
SPEAKING AND LISTENING
Make yourself at home
1 Work in pairs. Where do you hear these words .and phrases? -in a bar -in a shop - in a hotel -at home - in class Hello. Goodbye. Come in. How do you do. Pleased to meet you. Can I help you? How much is this? Thank you. Fine, thanks. Sorry! I'd like a Coca Cola. I don't understand. How are you? Could you repeat that? This is my friend, Rosario. Which ones go together? Hello. How are you?
2 EO3 What are the situations? Listen and find out. 3 Put the words in the right order and make questions. Then underline the stressed words. 1 first your what's name
2 are old you how 3 much earn how you do 4 do live you where
5 6 7 8
are married you do do you what and you brothers sisters do any have from where come do you
What's your first name? EOS Now listen and check. Say the sentences aloud.
4 Look at the questions in 3. Which ones are suitable questions for: - someone you know well - someone you don't know well?
5 Go round the class greeting people and asking suitable questions. READING
1 Make yourself at home is about hospitality in Germany, Saudi Arabia, Britain and Japan. Read it and match these headings with the paragraphs. a type of clothes b length of stay e gifts f topics of conversation
c refreshments g time of arrival
d
special customs
2 Work in pairs. Match the countries and the paragraphs. I think paragraph 1 is Japan because they sit on the floor in Japan. 3 Which paragraphs are true for your country? 2
1 'In my country, men usually go to restaurants on their own. They always take their shoes off before they go in. Then they usually sit on the floor around a small, low table. In the evening they often sing songs.' 2 'You usually take chocolates or flowers. But you always take an odd number of flowers, and you remove the paper befor; you give them to the hostess. You can also send flowers before you arrive, You don't usually take wine except when yevisit very close friends.' 3 'We always offer our guests something :^ drink when they arrive, tea, coffee or perhaps water or soft drinks. We think it , is polite to accept a drink even if you're not thirsty. If you visit someone you always stay for a few drinks. When you have had enough to drink, you tap you: cup or put your hand over it. If you sav no, your host will insist that you have more to drink.'
lesson J
GRAMMAR Present simple (1) for customs and habits . You use the present simple to talk about customs and habits. In my country men go to restaurants on their own. They take their shoes off. Negatives He doesn't live here. You don't take wine. We don't ask personal questions. 4 'People's private lives are very important so they never ask you personal questions about your family or where you live or your job. They never talk about religion or matters of finance, education or politics, but usually stay with safe subjects like the weather, films, plays, books and restaurants.' 5 'It's difficult to know when to leave, but an evening meal usually lasts about three or four hours. When the host serves coffee, this is sometimes a sign that the evening is nearly over, but you can have as much coffee as you want.' 6 'If the invitation says eight o'clock then we arrive exactly at eight. With friends we know well, we sometimes arrive about fifteen minutes before.' 7 'Obviously it depends on the occasion, but most dinner parties are informal. The men don't usually wear a suit, but they may wear a jacket and tie. Women are usually smart but casual.'
Questions There are two types of questions: - with question words: who, what, etc. What's your first name? How are you? - without a question word Are you married? Doyou have any brothers and sisters? You can answer this type of question with yes or no. Adverbs of frequency You can use adverbs of frequency to say how often things happen. They always take their shoes off. We sometimes arrive early. We usually take chocolates or flowers. We never ask personal questions. We often wear jeans and sweaters. 1 Complete these sentences with verbs from the passage. 1 2 3 4
In my country we at a table for our meals. We usually ten or fifteen minutes after the time on the invitation People __ coffee at the end of the dinner party and then they Men often a suit when they to a restaurant.
2 Write a question for each heading in Reading activity 1,
a type of clothes: What do you wear to a dinnerparty? 3 Look at Make yourself at home again. Underline the verbs which are with an adverb of frequency.
WRITING AND VOCABULARY 1 Choose seven or eight verbs from the box and write sentences about hospitality in your country. accept arrive ask answer come from drink earn give go know live offer put say send sing sit stay take take off talk about think visit want wear
2 Now add a suitable adverb of frequency to each sentence. We usually offer a cup of tea when guests arrive. 3 Look back at the questions you wrote in Grammar activity 2, and write answers for your country.
3
A day in the life of the USA Present simple (2) for routines: third person singular; expressions of time
READING AND VOCABULARY 1 Read ^ day/n the life of the USA and decide who you can see in the photos. 2 Work in pairs. Say what you usually do at the times mentioned in the passage.
At 6.30am I'm still asleep. I also have lunch at 12.45pm. 3 Are there any differences from life in your country ?
In my country we usually have lunch at 3pm• 4 Match the verbs with suitable nouns in the box. start television come dinner leave have stop lunch watch breakfast home get school finish work start school, start work... 5 Say what time you do these things. get up get dressed go shopping go to sleep have a shower/bath wake up wash wash up 1 get up at seven thirty.
A day in the life of the
6.30am, Poughkeepsie, New York. Norman Davies, 37, gets up and washes. After breakfast, he goes to the station. He works in New York City and the journey takes an ' hour, so he hurries to catch his train. 7.15am, Roanoke, Virginia. A tired Annie Laurence, 10, wakes up and gets ready for school. An hour later she leaves home. She has lunch at school, usually sandwiches and an apple. It's a long day for Annie. She doesn't get home again until 5pm at the end of the afternoon. 10.30am, Long Beach, California. Tony de Valera takes a coffee break ! between meetings. He works for the Disney corporation as an imagineer, a job that is somewhf between an artist, an engineer; a science-fiction writer.
12.45pm, Evanston, Illinois. Thirty-four-year-old Amelia Noriega, head of public relations for a major car manufacturer, stops work and goes shopping. Then she has lunch with a friend. 'There aren't many women at my job level,1 she says. 'But there a more every day.' 4.30pm, Tampa, Florida. George Markopoulos, 65, comes home after his daily swim. Then he joins his wife at the community centre, where she teaches physical education. 'I feel twenty years younger than I am.' 6.15pm, Seattle, Washington. Jo-Ann Rosenthal leaves work after a long day as a telephonist at a downtown bank. It's Friday night so she walks to her local bar and meets her friends. 7.45pm, Lubbock, Texas. Cliff Renton III, 61, meets Walter Avery, 62, to have dinner and to talk about the local Ranch Handlers' Ball, the most important event in the Lubbock social calendar. Cliff is president of the Social Committee, so he's responsible for the success of the evening. llpm, Athens, Georgia. Shirlee Lewis finishes dinner, washes up and watches the TV news. Her five children are asleep, so she tries to be very quiet.
lesson
2 [L^J| Listen again and find out what they do at these times:
GRAMMAR Present simple (2) for routines: third person singular You use the present simple to talk about routines. Begets up at 6.30. She works in Seattle. You form the third person singular (he/she/it) of most verbs in the present simple by adding -s. He gets up at 6.30. She works in Seattle. You add -es to do, go and verbs which end in -ch, -ss, -sh and -x. He washes. She goes to school. Verbs which end in a consonant + -y change to -/es. carries flies The third person singular of be is is. You often use the contracted form 's. It's a long day for Annie. The third person singular of have is has. She has lunch at school. Expressions of time in the morning in the afternoon in the evening at night before lunch after dinner at about seven o 'clock
.™
2 Put the verbs in three columns. goes
hurries
6.30pm 5.30pm
11.30pm 7.00pm
3 Work in pairs and check your answers. At 8.00am leaves borne and goes to work.
SOUNDS 1 There are three different ways of pronouncing the final -s in the third person singular present simple. EOS Listen to these verbs. Is the final sound /s/, /z/ or /iz/? Put them in three columns. takes goes finishes sits sings arrives refuses offers has asks talks serves washes watches does
EOS Listen and check.
come join finish get go hurry leave meet say stop take teach try wake walk wash watch work
•ics
1.00pm 12.30pm
2 Now say the words aloud.
1 Write down the third person singular of these verbs. (You can find them in the passage.)
-es
Speaker 1: 8.00am Speaker 2: 8.15am
Now add these verbs to the correct column. do dress fly live make carry 3 Say what time of day you do the things in Reading and vocabulary activities 4 and 5. Use the expressions of time in the box above,
LISTENING L_J Listen and decide which people in A day in the life of the USA are speaking.
SPEAKING AND WRITING 1 Work in pairs and find out about your morning routines. What time does your partner do these things? - wake up - get up - get dressed - have breakfast - go to work Cecile, what time do you wake up? I wake up at seven o'clock. What time do you get up? At a quanerpast seven. Make notes about your partner's routine. Cecile- wake up: 7am, get up: 7.15dm. 2 Write sentences about your partner's morning routine. Cecile wakes up at seven o'clock. She gets up at seven fifteen. 3 Now write a paragraph about your partner's morning routine. Link the sentences you wrote in 2 with and and then. Cecile wakes up at seven o'clock and gets up at sever, fifteen. Then she...
Home rules Articles; plurals
What does the word 'home' mean to you? How do you say the word in French? In Spanish? In your language? Although people usually know what the word means, it often has no exact translation. It's not surprising really, because the idea of home varies from country to country, and from person to person. A home is more than a roof and four walls. It's the cooking, eating, talking, playing and family living that go on inside which are important as well. And at home you usually feel safe and relaxed.
Home rules
But it's not just that homes look different in different countries, they also contain different things and reveal different attitudes and needs. For example, in cold northern Europe, there's ji fire in the living room or kitchen and all the chairs face it. In the south, where the sun shines a lot and it's more important to keep the heat out, there are small windows, cool stone floors and often no carpets. We asked some people about their homes. What's the main room in your home? The kitchen, because it's warm and we have breakfast, lunch and dinner there seven days a week.' Jackie, Cork, Ireland Do you have a television? If so, where? 'In the bedroom. We like to watch it in bed.' Maurice, Bruges, Belgium
Do you lock your door when you go out? 'In cities we do. Although when I was a child in the Tatra mountains, we left the door open with bread and dishes of food and something to drink, such as a glass of milk, on a table inside, so that visitors and travellers could stop and refresh themselves.' Grazyna, Katowice, Poland How often do people move home in your country? 'In the USA many people move every ten years or more.' Cheryl, Boston, USA
If you live in a town, do you stay there at weekends? 'Well, we live in the town, but only because I'm an architect and I work there. I really wouldn't call it home - that's what I call our house in the country where we go every weekend.' Elizabeth, Sao Paulo, Brazil What are typical features of homes in your country? 'In Britain, even in the town there's always a garden and sometimes a cellar. We have separate bedrooms and living rooms. But we don't often have balconies or terraces. The weather isn't warm enough!' Pat, Exeter, England So home means different things to different people. What does it mean to you?
lesson
VOCABULARY 1 Look at the words in the box and find two types of housing and six rooms. basin bath bathroom bed bedroom carpet chair cooker cupboard curtains dining room dishwasher door flat fridge garden house kitchen lamp living room shower sink sofa table toilet video washing machine window
2 Work in pairs. In which rooms do you find the furniture and equipment in the box above? Which word is left? 3 Work in pairs. Ask and say what rooms there are in your homes. Is there a living room? Yes, there is. Is there a dining room? No, there isn 't. Now ask and say what furniture and household equipment there is in your home and where it is. Add words to the lists if you can. There's a table and some chairs in the kitchen. Is there afvideo? No. there isn't.
GRAMMAR Articles You use the indefinite article a/an: — to talk about something for the first time: There's a kitchen and a dining room. - with jobs: I'm a teacher. She's an engineer. - with certain expressions of quantity: a little food, a few beds, a couple of friends You use the definite article the: — to talk about something again: In the kitchen there's a table, and on the table there's a cat. - with certain places and place names: The Alps, The West, The USA -when there is only one: the president, the government, the weather You don't use an article: - with plural and uncountable nouns when you talk about things in general: It's got carpets and curtains. There's lots of food. — with certain expressions: at home, at work, in bed, by car - with meals, languages, most countries and most towns: Let's have lunch. Speak English. We live in France. I lived in Paris. Plurals You form the plurals of most nouns with -s: chair- chairs cupboard- cupboards You add -ies to nouns of two or more syllables which end hi -y. balcony- balconies You add -es to nouns which end in -ch, -ss, -sh, and -x: church - churches There are some irregular plurals: man - men woman - women child - children
1 Look at the nine articles and phrases underlined in the passage. Which of the rules about articles in the grammar box do they illustrate? 2 Complete the sentences with a/an, the or put- if there's no article. 1 Last year we moved to ... ._. London. 2 kitchen is door on your left. 3 weather is very hot in August.
4 There isn't table in kitchen. 5 Would you like drink? 6 I'm sorry, he's still at work.
READING 3 Write the plural of these nouns. 1 Read the first two paragraphs of Home rules. What does home mean to the writer? Do you agree? 2 Read the rest of the passage and think about answers to the questions for your country.
parent house city family
dish
party
bush country table fax
feature
SPEAKING 1 Work in pairs and look at the photo. What room do you think it is? Does it look like a room in a house in your country? 2 Work in pairs and talk about your answers to the questions in Home rules. 3 What does the word 'home' mean to you? Write five words or phrases which you associate with the idea. Find out what other students in your class wrote.
First impressions Verb patterns (1): -ing form verbs; talking about tikes and dislikes
The British and the Americans speak the same language. But life in the two nations can be very different. We asked some Americans what they like or don't like about Britain... The police. They 're very friendly and they don't carry guns.' Claude, Trenton The weather is awful. You don't seem to get any summer here. It's winter all year round. 'Toni, San Francisco 'The tourists! The streets are so crowded I think you should < something about them. And I can't stand the litter every whe It's a very dirty place.' Jose, Washington 'Walking and sitting on the grass in the parks, especially on a hot summer's day. Oh, and the green countryside. But why is the beer warm ?' Max, Houston 'Well, they certainly seem rather unfriendly. Nobody ever talks on the buses. But maybe we haven't met any real English people yet. 'Eva, Niagara Falls 'Feeling safe when you walk the streets. Oh, and the polite drivers who stop at a street crossing if they see someone waiting there. 'Moon, Los Angeles
First impressions
'Driving on the left. It's very confusing. I keep looking the wrong way. 'Paula, San Diego
So then we asked some British people what they like or don't like about America... 'Arriving at the airport. Immigration is so slow> it takes houn to get through!'Geoff, London The waste of electricity. I just can't understand why their homes are extremely hot in winter and very cold in summer.' Louise, Southampton The people, they're so generous. If they invite you home, you're sure of a big welcome.' Amin, Bath 'Going shopping. I love it. It's so cheap everywhere -food, clothes, hotels, petrol. 'Paul, Oxford 7 hate the insects. They 're so big. In Texas the mosquitoes are enormous. But I suppose in Texas they would be!' Maria, Glasgow 'Lying on the beach in the sunshine. In California the sun shines all day, every day. It's great.'Rose, Cardiff
'Driving on the fight. It's very confusing. I keep looking the wrong way.' Paula, St Albans
lesson
READING AND VOCABULARY 1 Read First impressions, which is about people's impressions of Britain and America. Put a tick (/) by the positive impressions and a cross (X) by the negative impressions. Which is the most surprising impression? 2 Underline the adjectives in the box. awful beach cheap cold confusing countryside crowded dirty driving food friendly generous grass great gun hot insect park police polite shopping slow summer sunshine tourist unfriendly walking weather winter Now write them in two columns, positive and negative, according to their meaning in the passage. Can you remember which nouns they went with in the passage?
3 Look at the other words in the box. Put a tick (/) by anything you particularly like and a cross (X) by anything you dislike. Think of two or three things that people like and dislike about your country.
GRAMMAR AND FUNCTIONS Verb patterns (1): -/ngform verbs You can put an -ing form verb after certain verbs. I love walking- She tikes swimming. They hate lying on a beach. Talking about likes and dislikes Questions Do you like the weather? Does he like the police? Do you like walking in the park? Does she like the weather?
Short answers Yes, I do. Yes, he does. No, I don't. No, she doesn 't.
Negatives / don't like the weather. He doesn't like arriving at the airport. We don't like insects. She doesn't like driving on the right. Expressing likes / love it. A lot. A little.
Expressing dislikes / hate it. I can't stand it. Not at all. I don't like it at all. Not very much.
Expressing neutrality It 's all right. I don't mind. Expressing the same likes and dislikes / like rock music. So do I, I don't like jazz. Neither/Nor do I. Expressing different likes and dislikes / like rock music. I don'/. / don't like jazz. I do.
1 Do you like or dislike these things? Respond to the statements. 1 2 3 4 5 6
I like going to parties. I don't like cooking. They like walking. I don't like insects. He doesn't like tennis. She likes shopping.
1 I don't. 2 Look back at the passage and say what the people like or dislike and why. Claude likes the British police because they're friendly and don't carry guns.
SOUNDS E3 Listen to the way these people use a strong intonation to express strong likes or dislikes. 1 2 3 4 5 6
I hate the insects. I can't stand the litter. He loves shopping. I like walking very much. She doesn't like the weather at all. He hates the warm beer.
Now say the sentences aloud.
SPEAKING 1 Write down four or five things you like and dislike about your town or country, or the town where you are now. 2 Find people in the class who like the same things. Now talk about things you don't like.
3 Tell the rest of the class about your likes and dislikes. Make two class lists: the Top five likes and the Top five dislikes about your town or country, or the town where you are now.
Take a closer look Present simple and present continuous
SPEAKING 1 Work in pairs. Take a closer look at your partner! How much do you know about each other? Guess the answers to these questions. Does he or she... -
play a musical instrument? paint or draw? travel by bus often? smoke? work hard? speak any foreign languages?^. listen to music? earn a lot of money?
/ think she plays the piano. 10
2 Now ask and answer the questions about each other. Did you guess correctly in 1 ? Do you play a musical instrument? No, I don't. 3 Look at the yes answers. Is your partner doing these things at the moment?! Is he working hard? Yes, he is. Is she smoking? No, she isn't. 4 Look at the photos. Choose one person in each photo and take a closer loo* Imagine what their life is like and guess the answers to the questions in 1. ] / think he plays a musical instrument.
lesson
GRAMMAR
SOUNDS
Present simple You use the present simple to talk about - a habit He smokes twenty cigarettes a day. - a personal characteristic She plays the piano. - a general truth You change money in a bank. There is an idea that the action or state is permanent
EO3 Listen and tick the phrase you hear. Is the underlined sound /n/or/rj/?
Present continuous You use the present continuous to say what is happening now or around now. It's raining. He's drawing a picture. I'm learning English There Is an idea that the action or state is temporary. You form the present continuous with is/are + present participle (verb + -ing). I'm looking at the photos. She's waiting for a bus. Questions Is he drawing? Are you going home?
Short answers Yes, he is. No, he isn't. Yes, I am. No, I'm not.
Negatives He isn't drawing, I'm not going home.
You don't usually use these verbs in the continuous tenses: believe feel hear know like see smell sound taste think understand want
1 2 3 4 5 6
carry in/carrying an umbrella sitting/sit in there sing in/singing tune arrive in/arriving time take in/taking money stand in/standing there
Now say the phrases aloud.
LISTENING AND
VOCABULARY 1 Say where you do these things. buy train tickets have dinner change money get some medicine buy food Choose from these places.
1 Work in pairs and point at the people in the photos. Ask and say what they're doing at the moment and why. What's the man in front doing? He's playing the accordion. Why is he playing the accordion? Maybe he doesn't have any money. Use these words and phrases to help you. cross the street draw do the shopping go home hold an umbrella listen to music paint a picture play the accordion rain shelter his instrument sit on a suitcase stand by the road talk to someone wait for a bus
bank chemist post office supermarket railway station restaurant 2 E3 Listen to four conversations and decide where the people are. Choose from the places in 1. Now work in pairs. Say where the people are and what they're doing.
2 Look at these verbs in the present continuous and write their infinitives, drawing
getting
having making playing
shopping putting
staying
3 Look at the words in the box. Are they nouns, verbs or both?
draw get... What happens to infinitives ending in -e, -t, -p and -y when you form their present participle?
Complete these sentences with and or but 1 2 3 4
T often go shopping at the supermarket I'm going there now. They usually eat at home - today they're having dinner in a restaurant. She walks to work this week she's taking the bus. He smokes ten cigarettes a day he's smoking a cigar at the moment.
bank bus buy change chemist close cross draw food get hold look at medicine money paint play post office put queue railway station rain road shelter shop sit stand stay street suitcase supermarket take think ticket town umbrella wait for walk
4 Group any words which go together. bank, money...
11
Progress check VOCABULARY
GRAMMAR
1 Look at this crossword.
1 You meet Tanya, from Russia, at a party in London. Here is some information about her. What are the questions?
Work in pairs. Choose words in the vocabulary boxes from Lessons 1 - 5 and put them in a crossword. How many words can you find?
2 Some words can be more than one part of speech. For example: cook: A cook (noun) is someone who cooks (verb) food. orange: An orange (noun) is an orange (adjective) fruit. Use your dictionary to find out what parts of speech these words can be. talk head drink flat start rent slice heat Write sentences showing their different parts of speech. He talks all the time. There's a talk on insects tonight. 3 Not every new word is useful to you. Look at the vocabulary boxes in Lessons 1 - 5 again and choose ten words which are useful to you. Start a Wordbank in your Practice Book for useful words and phrases. Write the ten words in your Wordbank.
12
1 2 3 4 5 6 7 8
I live in Moscow. Yes, I am and we have three children. I'm a scientist. I start work at eight in the morning. I finish at six in the evening. In the evenings we have dinner. At weekends we go to the country. We usually go to a beach on the Black Sea
1 Where do you live? 2 Put an adverb of frequency in each sentence so that it is true for you or your country. always 1 2 3 4 5 6 7 8
(not) usually (not) often sometimes never
We take off our shoes before we go into a house. We offer guests something to eat. We talk about politics and our families. We have dinner at seven o'clock. We give the hosts some wine or flowers. We sit on the floor. We wear smart clothes. We arrive ten or fifteen minutes late.
3 Answer the questions with one of these expressions: Yes, I do. No, I don't. I love it. I hate it. Not very much. It's all right. Not at all. 1 2 3 4 5 6
Do you like Do you like Do you like Do you like Do you like Do you like
living in a town? shopping? walking? hot weather? warm beer?. fast food?
4 Write the -ing form of these verbs. close visit fly wear
like
sing
get throw
cross go
stay cut
Progress check 1-5
SPEAKING AND WRITING
5 Choose the correct verb form. 1 2 3 4 5 6 7 8
Tanya comes/is coming from Russia. She visits/is visiting London. • She has/is having a holiday. She speaks/is speaking English quite well. She stays/is staying with friends in London. She enjoys/is enjoying her visit. She goes/is going shopping most days. She says/is saying she wants to come back soon.
6 Complete these sentences with a/an, the, or put - if there's no article. 1 2 3 4 5 6 7 8
There's radio in ___ living room. Would you like cup of tea? They've got large' house in centre of town. We've got son and two daughters. children are outside in garden. What's main room in your flat? She spoke . very good French at home. I flew to Lyon and spent two weeks in Alps.
SOUNDS 1 Say these words aloud. does finishes gets goes leaves sings smokes wants
looks
Umi Now listen and check. 2 [CE3] Listen and say these words aloud. fifty
Now punctuate these sentences. 1 we dont usually visit people without an invitation 2 when we meet people for the first time we say how do you do 3 when do you use first names in your country 4 your friend is called James smith do you call him James or mr smith 5 its usual to use first names with people when you get to know them 2 Work in groups of three or four. Talk about customs and traditions of hospitality in your country. Talk about the following: Invitations Greetings Names
live leave sit seat
Is the underlined sound /i/ or /i:/? Put the words in two columns.
IfesJl Listen to these questions. Put a tick (/) if you think the speaker sounds interested. 1 2 3 4
1 You use a capital letter: - at the beginning of a sentence: / like cakes. - for names: Sue Jim Fiona - for the first person singular pronoun: / - for nationalities: She's British the French 2 You put a full stop at the end of a sentence: / don't speak Japanese. 3 You put a question mark at the end of a question: Do you speak English? 4 You put inverted commas and a comma around someone's actual words: 'I'm French,' he said. 5 You put an apostrophe for contractions: / 'm English. He doesn 't live here.
refuses
Do they end in /s/, /z/ or /iz/? Put them in three columns.
eat it fifteen
1 Look at some rules for punctuation in English.
What's your name? How old are you? Where do you live? Do you live with your parents?
5 6 7 8
Are you married? Is that your brother? Is that your husband? Do you have a sister?
Now say the sentences aloud. Try to sound interested.
Do you ever visit people without an invitation? How do you greet people when you meet them for the first time? When do you use first names, family names or titles?
Punctuality Clothing
When do you arrive for an appointment? What do you wear for a lunch or a dinner engagement3 What food or drink do you expect?
Food and drink Conversation What do you talk about? What don't you talk about? Compliments Do you make compliments about the food, the host's house or personal objects? Leaving When do you leave a dinner party?
3 Write some advice for visitors to your country about customs and traditions of hospitality and entertainment. Write about the points in 2 and say what people do or don't do.
SurbrisinQ behaviour Past simple (1): regular and irregular verbs
VQCABUIARY AND READING 1 Look at the photo, which shows a scene from the passage you are going to read. Where do you think the passage takes place? 2 Look at the words in the box. Decide which are nouns and which are adjectives. Look up words you don't know in the dictionary. bag smile broken cloud bunch coat people flat flower heavy low scarf shoes big sky warm
3 Group the words which can go together. heavy bag, heavy cloud... 4 The passage is by Paul Theroux, an American travel writer. Read it and find out what country he is describing. 5 Are these statements about the passage true or false? 1 The woman had a friend with her. 2 She didn't have a dog. 3 The weather wasn't very good. 4 He didn't know her name. 5 He expected her to greet him. 6 She didn't say 'Good morning'. Which statement describes what surprised him?
14
fTA/ s soon as I left Deal, I saw a low flat cloud, iron-grey and then blue across the Channel. The closer I got to Dover, the more clearly it was defined. I walked on and saw it was a series of headlands. It was France.
Ahead on the path was a person, down a hill four hundred yards away; but whether it was a man or a woman I could not tell. Some minutes later I saw her scarf and her skirt, and for more minutes on those long slopes we walked toward each other under the big sky. We were the only people visible in the landscape - there was no one behind either of us. She was a real walker arms swinging, flat shoes, no dog, no map. It was lovely, too: blue sky above, the sun in the southeast, and a cloudburst hanging like a broken bag in the west. I watched this woman, this fairly old woman, in her warm scarf and heavy coat, a bunch of flowers in her hand - I watched her come on, and thought I am not going to say hello until she does. She did not look at me. She drew level and didn't notice me. There was no other human-being in sight on the coast, only a fishing boat. Hetta Poumphrey -1 imagined that was the woman's name - walked past me, and still stony-faced. 'Morning!' I said. 'Oh.' She turned her head to me. 'Good morning!' She gave me a good smile, because I had spoken first. But if I hadn't, we would have passed each other, Hetta and I, in that clifftop meadow - not another soul around - five feet apart without a I word. Adapted from The Kingdom by the Sea, by Paul Theroux
lesson
GRAMMAR
2 Look at the past simple form of these regular verbs and write their infinitive form.
Past simple (1): regular and irregular verbs You use the past simple to talk about a past action or event that is finished. We walked toward each other. She turned her head to me.
carried closed continued danced decided lived stopped travelled tried
liked
What's the rule for forming the past simple of regular verbs ending in -e, -y, -p, -/?
You form the past simple of most regular verbs by adding -cd.
walk - walked I walked on. watch - watched I watched this woman. Many verbs have an irregular past simple form. leave - left
see - saw be - w(4S/were
For a full list of irregular verbs, see Grammar review. Negatives She did not look at me. She didn't notice me.
1 Look at the passage again. Find the past simple of these verbs. be get give watch
3 Look at the past simple form of these irregular verbs and write their infinitive form. became came chose cost cut did hit had heard knew made met put ran read said shut took told understood went wrote 4 Which verbs in 3 have the same form in the present and the past simple? Which verb has the same form but sounds different?
SOUNDS
imagine leave see think walk
Which verbs are regular? Which ones are irregular?
^3 Listen to the pronunciation of the past-tense endings of these verbs.
Hi
/a;
liked washed
lived stayed
/id/ decided visited
Put these verbs in the correct column. continued finished enjoyed started danced called wanted expected
walked
2 |c°^3l Listen and check. What's the rule? Now say the verbs aloud.
SPEAKING 1 Work in pairs. Why didn't the woman in the passage say hello to the writer first? Why did he find this behaviour surprising? Perhaps she was... Maybe she didn 't... 2 Talk about a situation at home or in a foreign country when you found someone's behaviour surprising. In England no one talks on the buses and underground. In my country we talk all the time!
The world's first package tours Past simple (2): questions and short answers
"1T"^" ~T"hen was the last time you had a holiday? And % t\ did you organise the trip or did you take a f package tour? These days, most people choose a
package
when
tour,
they
go
In 1854 he gave up his job as a printer. In 1855 he took his first group of tourists to Paris and later that year led a tour of Belgium, Germany
especially abroad
and France. In 1863 he went to
on
Switzerland
and
in
1864
to
holiday. They pay for their
Italy. By then he had a million
travel and accommodation in
clients. The following year he
package tours
their own country, and they
opened an office in London,
take traveller's cheques which they exchange
for local
which
money
his son John
managed.
They
Mason
introduced
a
when they arrive in the foreign
circular ticket which gave the
country. But in the past it was
traveller a single ticket to cover
very different. In fact, before the
one journey instead of a number
middle of the nineteenth century,
of tickets from
travelling for pleasure was rare
companies
and very expensive, and only a
organised a system of coupons
few rich people travelled abroad.
which people bought at home and
The man who changed all this and
exchanged in the foreign country
brought in the age of mass tourism
for a hotel room and meals.
was Thomas Cook. Thomas
all the railway
involved,
and
they
In 1866 the first group of
Cook
was
a
European
tourists
the secretary of a local church
battlefields of Virginia. In
organisation. In 1841 it was his
the Cooks went to the Holy Land
job
arrange
War 1868
for
with tents because there were no
a
hotels there at that time. After the
Loughborough,
a
Suez canal opened in 1869, Cook
round trip of twenty-two miles.
created his own fleet of luxury
meeting
of in
his
travel
Civil
to
members
rail
the
New
York
to
and
visited
printer in Leicester, England and
church
This was the world's first package trip. After this firs_t. success, he organised church. advertised
many
more
Then
in
a
package
for
his
1845
he
tour
boats to travel up the river Nile.
i^j-JJir
It was dangerous to earn,' •
THQS COOK & SON, CHIEF OFFICE^- LMOGATE CIRCUS. LONDON
large
amounts
of
cash,
so in
1874 Cook introduced an early
to
form of traveller's cheque, which.
Liverpool for the general public, and before it took place he
travellers could cash at a number of hotels and
went to Liverpool to meet the hotel staff, and check the
banks around the world.
accommodation and restaurants. He then started to organise trips all over Britain, including the Great Exhibition in London. In 1851 he
•;
homas Coqk died in 1892 at
T
the age of 84, and his son John
JLiv Mason seven years later. But the
published the world's first travel magazine which had details
age of the package tour and mass tourism
of trips, advice to travellers "and articles and reports about
was born.
the places to visit.
lesson 7
READING -
VOCABULARY AND SPEAKING
1 What do these words and phrases mean? mass tourism package tour traveller's cheque coupon cash Now read The world's first package tours and find out what the words and phrases have to do with Thomas Cook.
2 Read these statements about the passage. Are they true or false? 1 2 "3 4 5 6 7 C8 9
Travel was very expensive before the middle of the nineteenth century. Thomas Cook was a travel agent in 1841. The first public trip was in 1845. The Great Exhibition was in Liverpool. The first trip outside Britain went to France. In 1866 he opened an office in London. Some tourists wanted to visit the Civil War battlefields. The Cooks stayed in hotels in the Holy Land. The traveller's cheque allowed people to travel without large amounts of cash. 10 Thomas Cook died in 1891.
GRAMMAR
abroad advertise allow boat bring buy carry cash change check choose country create die exchange foreign give up holiday hotel introduce lead leave luxury meet open organise pay publish travel traveller's cheque want What is the past simple tense of the verbs?
Look at the other words in the box. Try to remember which nouns, verbs or adjectives they go with in the passage. Now look back and check.
Past simple (2): questions and short answers Questions Short answers Was the first package trip in 1841? Yes, it was. No, it wasn't. Did Cook live in Leicester? Yes, he did. No, he didn't You can use who, what or which to ask about the subject of the sentence. You don't use did. Who organised the3 first package trip.'1 Tfiomas Cook. You can use who, what or which and other question words to ask about the object of the sentence. You use did. Who did he take on the first package trip? 500 workers. \: Subject Object
1 Underline the verbs from this lesson in the box.
3 Work in pairs. Choose the two most important events in Thomas Cook's career. I think one was when he gave up his job as a printer. 4 Work in pairs. When was the la,st time you were a tourist? Where did you go? What did you do? Did you take a package tour?
Who introduced traveller's cheques? Thomas Cook. What did Tliomas Cook introduce? Traveller's cheques.
1 Work in pairs and check your answers to Reading activity 2. 1 Was travel very expensive before the middle of the nineteenth century?
Yes, it was. 2 Here are some answers about the passage. Write suitable questions. 1 2 3 4 5
A few rich people. He was a printer. Hotel staff. The world's first travel magazine. In 1854.
6 New York, and the battlefields of Virginia. 1 Because it was dangerous to carry lots of cash. 8 In 1899.
1 Who travelled abroad before the middle of the nineteenth century?
17
Something went wrong Expressions of past time; so, because
VOCABULARY 1 Work in pairs. Put the words and phrases in the vocabulary box with the following travel situations. Some words can go with more than one situation. a train journey a boat journey a plane flight hotel accommodation airport bed and breakfast boarding pass book business class cabin check in check out connection delay departure double room fare ferry harbour land lift luggage passenger platform reservation return single single room terminal ticket take off timetable
4 Look at these phrases taken from another story abc a situation where something went wrong. Decide which travel situation the speaker. Bob, is describing What do you think happened? sat down on the tiny single bed knocked on the door slept in the car that night didn't have a reservation wanted to check out asked if he had a room left my suitcase in my car picked up a key from behind the desk was frightened by the man downstairs showed rne a very dusty room 5 BBB] Listen to Bob's story. Did you guess correctly
2 Think of two or three more words which go with each situation.
LISTENING AND SPEAKING 1 You are going to hear Ann, an English woman, telling a story about a travel situation when things went wrong. Look at how the story begins. A few years ago, I was going from London to Paris to join my husband and children. I checked in early and... What do you think the travel situation is? Which words in the vocabulary box do you expect to hear?
2 ^3 Listen to Ann's story. As you listen, look at the vocabulary box again and tick (/) the words you hear. 3 Work in pairs. Did you guess correctly in 1 ? Describe what happened. IEJ] Listen again and check.
18
6 Number the phrases in 4 in the order you heard th< | Now listen to Bob's story again and check. 7 Have you ever been in a situation where something went wrong? Tell the class about it.
lesson
GRAMMAR Expressions of past time You can use these expressions of past time to say when something happened. last night last Sunday last week last month last year yesterday yesterday morning yesterday afternoon the day before yesterday two days ago three weeks ago years ago ages ago in 1985 from 1987 to 1993
6 Join the two parts of each sentence with because. 1 2 3 4
The flight was on time They had to make an emergency landing He didn't have a hotel reservation He decided to leave
a b c d
there wasn't much air traffic. the room was dirty and unpleasant. he didn't expect to stay there long. they thought there was a bomb on the plane.
1 The flight was on time because there wasn 't much air traffic.
So, because You can join two sentences with so to describe a consequence. She often took the plane, so she didn't look at the safety instructions. You can join the same two sentences with because to describe a reason. She didn't look at the safety instructions because she often took the plane.
WRITING
Complete the sentences with these verbs in the past simple. There are some extra verbs, and there may be more than one possible answer.
1 Write an opening sentence about what happened to Bob. Boh arrived in a town at ten o'clock.
ask enjoy finish listen look open play start stay walk visit wash watch
She He. We I _
television last night. to the news on the radio yesterday. _ football the day before yesterday. my parents last Sunday. at home last weekend.
2 Look at the sentences in 1 and underline the expressions of past time. 3 Write sentences saying what you did, using the expressions of past time you underlined in 2. 4 Think of four or five important or memorable events in your life, Write down when they happened. Don't write down what happened. five years ago last year three months ago... 5 Work in pairs. Show each other what you wrote in 4. Ask and say what happened. What happened five years ago? I went to America.
7 Rewrite the sentences in 6 using so. 1 There wasn't much air traffic so the flight was on time.
2 When you are ready, give your sentence to another student and you will receive an opening sentence from someone else, Read it, then write another sentence to continue the story. Bob arrived in a town at ten o'clock. He looked for a hotel. He didn't have a reservation. The main hotel was full. He went down the road to a small guest house. The lights weren't on. He walked past it. Continue writing and receiving sentences until the story is finished.
3 Now write the story in full by joining the sentences with and, but, so and because. Bob arrived in a town at ten o'clock and looked for a hotel. But he didn't have a reservation and the main hotel was full. So he went down the road to a small guest house. Because the lights weren 't on, he walked past it... 4 Write Ann's story in full.
19
Family life Possessive 's; possessive adjectives
How close CO are you as
VOCABULARY AND LISTENING 1 Look at the words in the vocabulary box. Put the words in pairs. Two words have no pairs. Which ones are they?
a family? We
aunt boy boyfriend brother child cousin daughter father friend girl girlfriend grandfather grandmother husband man mother nephew niece parent sister son uncle wife woman
talked to Corinne Mathieu,
aunt- uncle...
about her family life.
2 H3 Listen to Corinne, who is French, talking about her family. Draw a line to show each person's relationship to her.
from Montpellier, France
1 'We usually see each other at least once a month, maybe more often. We have lunch together on
Jacqueline Raymond Chantal Christine Tony Georges Vincent Marie
Sunday if we haven't got anything special to do. We live in Montpellier,
mother
sister
father
grandmother
brother
aunt
husband uncle
which is about an hour and a half away,
but
we
always
come
to
Marseilles where my mother and
GRAMMAR
father live. It's not so far. Usually my grandmother and my uncle and aunt
Possessive 's
You add 's to singular nouns to show possession. Corinne's father = herfather Vincent's wife = his wife You add s' to regular plural nouns. the parents' house = their house the boys' mother = their mother You add 's to irregular plural nouns. the children's aunt = their aunt the men's room = their room
are there too - we're quite a large family! Sometimes my brother and his girlfriend come over - they live nearby. The meal takes about four hours, we spend a lot of time chatting and there's always lots to eat.
Possessive adjectives
I - my you - your he - his she - her it - its we - our they - their Vincent is my husband.
2 There's no one we call the head of the family, although my father's advice and opinion are very important in any decisions we take. My uncle
1 Work in pairs. Use the information in Vocabulary and listening activity 2 and say who these people are. Use the possessive 's.
-
1 Corinne (Raymond) 2 Raymond (Chantal) 3 Chantal (Georges)
4 Georges (Marie) 5 Marie (Corinne) 6 Corinne (Vincent)
1 Corinne is Raymond's sister.
Tony is in fact older than my father, so I suppose he's the real head of the family. When my grandfather was alive he liked to think that the whole family organised itself around him, but these days it's different. But we all try to discuss things together
2 Rewrite the sentences in 1 using possessive adjectives. J Corinne is his sister. 20
when we meet.
lesson O
SOUNDS 1 lyj Listen and underline the/3/sound. brother daughter father parent sister woman
husband
mother
Now say the words aloud.
2 Look at this true sentence. Vincent is Corinne's husband. E3 Listen and correct the statements below with the true sentence. Change the stressed word each time. 1 2 3 4 5 6
Vincent is Corinne's uncle. Tony is Corinne's husband. Vincent is Marie's husband. Vincent is Corinne's brother. Vincent is Chantal's husband. Georges is Corinne's husband.
1 No, Vincent is Corinne's husband. READING AND SPEAKING 1 Read Family life and match the questions with each paragraph. There is. one extra question. a b c d >e
Who's the head of the family? How often does the family get together? How many people live in your house? How long do people live with their parents? How many people live in the same house? i
3 'In most families, it's a small family group who five in the
2 Which paragraphs give specific information about Corinne's family? Which paragraphs give more general information?
same house, mother, father and the children before they get married. But if one of the grandparents dies, the other usually sells their home and goes to live with their children. So it's quite common to have one grandparent living with you, but not more.
3 Work in pairs. In your country, do you talk about your family to people you don't know? If so, answer the questions above with specific information about your family. If not, answer the questions above with general information about family life in your country.
4 'In France most children leave home when they get married, and not before. I lived in Marseilles with my mother and father until I got married. But there are some people who want to lead independent lives and they find a flat as soon as they start their first job, even before they get married. Of course, the main problem is that flats are so expensive to rent here, and we simply have to live with our parents.'
21
The town where I live Have got
VOCABULARY AND LISTENING 1 Look at the words in the box. Underline any features or facilities your town has got. art gallery beach cathedral cafe sports stadium museum nightclub park swimming pool university port cinema theatre factory restaurant
ttsJ Listen to Catherine, an English woman who lives in Mestre near Venice. Tick (/) the features or facilities in the box which she mentions.
3 Write down what Catherine considers to be the advantages and disadvantages of living in Mestre. EI^JI
Listen again and check.
4 Work in pairs. Underline the adjectives in the box.
5 Oi^y] Listen to six people talking about their home towns. Each one is talking about a different aspect of their town. Put the number of the speaker by the aspect they are talking about. architecture entertainment safety
[ | | j Q
climate' food traffic
| | cost of living | \c transport | | Q size
Q]
GRAMMAR
architecture bad beautiful boring busy cheap climate cold crowded dangerous dirty entertainment excellent expensive food good interesting large medium-sized modern old safe safety shops size small traffic
You use have or have got when you talk about facilities, possessions or relationships. You can use the contracted form with have got, but this is not common with have. I have a new car. or I've got/have got a new car. My town has a museum. or My town's got/has got a museum.
Which adjectives can you use to .describe the features and facilities of your town? Can you think of other adjectives to describe them?
Negative / don't have any cigarettes. or / haven't got any cigarettes. You don't usually use have got in the past. When you talk about facilities, you can also use there is/are. It's got an art gallery. or Tliere's an art gallery.
22
Have got
In spoken English it is much more common to use the contracted form if possible.
1 lesson J Q
3 Join two advantages or two disadvantages together using and. It's quite a small city and it's full of history. Then join an advantage and a disadvantage together with but. Make sure they are all features which can go together. There are no cars and lorries but there are lots of tourists. 4 Make a list of the advantages and disadvantages of living in your town. Advantages Disadvantages good public transport too much traffic excellent shops very expensive 5 Write sentences joining advantages or disadvantages using and. Then write sentences joining an advantage with a disadvantage using but It's got good public transport and the shops are excellent. There's too much traffic but the public transport is
6 Write a short description of your town. Use Anna's description and the sentences you wrote in 5 to help you. 1 Rewrite these sentences with contractions. 1 2 3 4 5 6
where I live
The university has got a park. It has got a modern tram system. He has got a swimming pool. I have got tickets for the theatre. Rio has got some beautiful beaches. She has got a good view from the window. course, there>e no cars <
2 Work in pairs. Say what features and facilities your town has and hasn't got. It's got a cathedral, but it hasn 't got a theatre.
WRITING
on the main canals all day and night, and it's not far to walk anywhere in the aty. But you need lots of money to live here. Flats are very
1 Read this description of Venice by Anna, a student. Which aspects in Listening activity 5 does she mention? 2 Read the passage again and write down all the advantages and disadvantages of living in Venice. Advantages: small city, full of history... Disadvantages: lots of tourists, expensive...
expensive and everything comes from the mainland, sc the prices of everyday supermarket items are rather high. And apartfrom cinemas and theatres, there's not much to do. in the evenings! Bull still love it here..
Progress check
6-10
1 ' you enjoy your holiday?' 'Yes, I ' 2 ' the weather good?' 'Yes, it .' 3 '— you go to the local museums?' 'Yes, we . They very interesting.' 4 ' you send any postcards?' 'No, we . , . ' 5 ' you buy anything?' 'No, we have any money] 6 ' you pleased with the hotel?' 'Yes, we .
VOCABULARY 1 Work in pairs and make a word chain. Each word must be associated with the word immediately before it. Start like this: hotel reception reservation bed breakfast
double room
2 Some nouns go together to make a new word. Sometimes you write them as two words: double room, and sometimes as one word: timetable. Put a noun from list A with a noun from list B and make at least 12 new words. A package booking
travel round return boarding air suit
B journey pass terminal class agent ticket office
train
first
case tour
trip
3 It is useful to write down new vocabulary under headings, such as travel, towns, family eic You can also use more personal or impressionistic categories, such as words that sound nice, or words that look like words in your own language. Look at the vocabulary boxes in Lessons 6 - 1 0 again. Choose words which are useful to you and group them under headings of your choice in your Wordbank.
GRAMMAR 1 Write these regular verbs in the past simple tense. ask carry change continue decide enjoy finish happen like listen live look open play start stay stop talk test try travel visit walk watch 2 Write these irregular verbs in the past simple tense. be become do go get have know leave make put run see sit sleep take tell
24
3 Complete this conversation with did, didn't was, wasn't, were or weren't.
Write short answers to these questions about Thomas Cook. Give the correct information. 1 2 3 4 5 6
Did he live in Nottingham? Was his first trip to Loughborough? Did he take people to Manchester in 1845? Did he open an office in London? Were tourists interested in the Civil War battlefields? Was it dangerous to carry large amounts of cash?
5 Write questions about Thomas Cook using the prompts below. 1 what/do? 2 what/be son's name? 3 where/go on first trip abroad? 4 when/publish the first travel magazine? . 5 what/take to the Holy Land? 6 when/die? 6 Look back at the passage on page 16 and write answers to the questions in 5. He was a printer.
(BOOK'S ARRANGEMENTS FOR
Ej5ypt and
The Rile.
7 Complete these sentences with /, my, you, your, he, his, she, her, we, our, they or their. 1 I know face. Is she famous? 2 We know them quite well. children go to the same school as ours. 3 Philip, this is friend, Mary. 4 What do you do, Peter? What's job? 5 I'll call you later. What's telephone number? 6 That belongs to me. It's got name on it.'
Progress check 6-10
2 Now turn to Communication activity 10 on page 99 and read the story. Fill in the blanks in your version.
SOUNDS 1 E3 Listen and say these words aloud. this theatre cathedral
think
thank you they
Is the underlined sound /&/ or (Q/l Put the words in two columns.
1 Find someone in your class who:
2 l^y Listen and say these words aloud. not know lots boat photo video shop what disco opera opening
don't go
Is the underlined sound /o/ or fau/7 Put the words in two columns.
3 UsO Listen to the sentences. Put a tick (/} if you think speaker B sounds friendly. 1 2 3 4
A A A A
Did you arrive late this morning? She didn't say hello. Did you give me your passport? Did they pay you for the tickets?
SPEAKING
B B B B
No, I didn't. Yes, she did. Yes, I did. No, they didn't.
Now work in pairs and say the sentences aloud. Try to sound friendly.
WRITING 1 You are going to write a story called The least successful annual conference. Look at the questions below and try to guess the answers. Write full answers to the questions. Leave a blank when there is any information that you don't know. THE LEAST SUCCESSFUL A N N U A L CONFERENCE
-
left home early this morning travelled by plane last month had a holiday three months ago went on a bus yesterday waiked to school/work ten days ago - took a train last week - stayed in a hotel last year - went abroad in 1993
2 Draw your family tree, but include two 'false' relatives who don't exist. Think of some interesting or unusual information about the homes of each relative and invent information for the two relatives who don't exist. 3 Work in pairs. Ask and answer questions about your families. Try and guess who the 'false' relatives are.
1 Where did the Association of British Travel Agents go for their annual conference in 1985? 2 Why was the flight from Gatwick to Naples delayed? 3 Why were many people ill? 4 Who did the organisers ask to give a speech to the delegates in the forum at Pompeii? 5 What did a local travel agent decide to do as a gesture of friendship? 6 What happened as the Minister began his speech? 7 Where did the flowers land? 8 Why did no one hear the speech? 9 How many times did the plane pass over Pompeii? 10 Where did the roses land each time? 11 What happened the last time it flew over the delegates? 1 In 1985 the Association of British Travel Agents went to annual conference.
for their
25
How ambitious are youi Verb patterns (2): to + infinitive; going to for intentions, would like to for ambitions
READING 1 How ambitious are you? Put a tick (/) by the ambitions you have. Have you any other ambitions? -
stop work learn to fly learn to ski have children go back to university live in the country
-
move house run a marathon work abroad write a novel earn a lot of money go to Disneyland
-
change your job learn a foreign language be healthy and happy travel around the world become famous
How ambitious are you? 1 Your neighbour buys a new Porsche. What do you say? a I don't need an expensive car. b One day I'm going to buy one, too. c I'd like to let the air out of its tyres. 2 Your boss leaves very suddenly. What do you think? a They're going to give me his/her job. fa They're going to appoint someone else, c They're going to say it's my fault. 3 Which ambition do you have? a I'd like to be rich. b I'd like to be famous, c I'd like a drink. 4 You aren't happy with your job. What would you like? a More responsibility. fa More money, c More weekend. 5 Your best friend is writing a novel. What do you say? a I'm going to write a best-selling novel. b I'm going to write a postcard, c What a coincidence! You're writing a novel and I'm reading one.
26
6 What does your future hold for you? a I'm going to be president. b I'm going to be happy. c I'm going to be late. 7 There's a marathon race on television. What do you say? a I'm going to do that next year. b I'd like to do that but I'm not very fit. c What's on the other channel? 8 Which of these statements do you agree with? a Every day, in every way, I'm getting better and better. b Tomorrow is the start of the rest of my life. c If you don't succeed, try again. Then give up.
2 Read How ambitious are you? and answer the questions.
3 Turn to Communication activity 9 on page 99 and find out how ambitious you are.
lesson ] J
GRAMMAR Verb patterns (2): to + infinitive You can put to + infinitive after many verbs. / want to leave now. He decided to drive to work. She's learning to fly. She needs to pass her exam. Going to, would like to You can use going to + infinitive to talk about future intentions or plans which are fairly certain. I'm studying medicine. I'm going to be a doctor. I'm not going to be an accountant. You can use would like to + infinitive to talk about ambitions, hopes or preferences. I'd tike to speak English fluently. I wouldn't like to run a marathon. Remember that like + -ing means enjoy. I like learning English. = I enjoy learning English.
3 Think about your ambitions. Make a list of what you'd like to do.
earn a lot of money, write a novel... 4 Choose one ambition, and make notes about why you'd like to do it. earn a lot of money- buy a big house... 5 Now make notes about what you need to do to achieve it. change my job, learn a foreign language...
For more information see Verb patterns (1) on page 9. 1 Choose the correct verb pattern. 1 2 3 4 5 6
He's got a place at Essex University. He would like to/He is going to study there. She's got her plane ticket and she'd like to/she's going to go to Canada. He'd like to/He is going to buy a new car, but it's too expensive. I'd like to/I'm going to work in television but there aren't many jobs. She enjoys her job. She wouldn't like to/She isn't going to change it. He's got a new job with a foreign company. He'd like to/He is going to work abroad.
2 Work in pairs and talk about the ambitions you ticked in Reading activity 1. I'd like to run a marathon, VOCABULARY AND WRITING 1 Match the verbs with the nouns in the box below. abroad change earn jobs house a foreign language learn a marathon money move a novel read stop run study work write Can you think of other nouns which can go with the verbs?
6 Finally, make notes about what you're going to do to achieve your ambition. look at job advertisements, go to evening class... 7 Work in pairs. Ask questions about your partner's ambition and take notes. Answer questions about your ambition. 8 From your notes, join what your partner wants to do and why with because. Imogen would like to change'her job because she wants to work abroad. ' Join what your partner needs to do and what he/she's going to do with so. She needs to decide -where she wants to live, so she's going to travel round Europe.
2 Look at this passage about Hanna's ambition. Find out: - what she'd like to do - why she'd like to do it
H
- what she needs to do to achieve it - what she's going to do
anna is forty-five years oid and is a technician in Ludwigshafen, Germany. She wants to
learn to fly a light airplane because she loves flying. Tm always a passenger and I'd really like to know what it feels like to be in control,'she says. So she's taking flying lessons
9 Write a paragraph about your partner's ambition. Use the prompts and passage in 2 to help you.
at her nearest private airport, and she's going to take her pilot's test in three weeks' time. It's not going to be easy, but I love it. It's going to change my life.'
27
English in the future Will for predictions
VOCABULARY 1 Look at the words in the box and put them under two headings: yobs and subjects. accountant actor arithmetic banker biology chemistry computer science dancer doctor economics engineer geography history journalist languages maths nurse physics physical education politician secretary
2 Work in pairs and look at the lists you made in 1. Which jobs do you need English for? Which subjects do you need English in order to study? Are there any other jobs and subjects you need English for?
LISTENING 1 Think about learning English in the future in your country. Which of these predictions do you agree with? Put a tick (/) if you agree and a cross (X) if you disagree.
You
Lynne
Greg
Your partner
Children wil! learn English from the age of six. There will be few adults who don't speak English. More lessons at school will be in English. Everyone will need to learn about British and American culture. Everyone will need English for their jobs. Everyone will learn English at home by television and computers. It will be more important to speak English than your own language.
2 E33 Listen to two English teachers talking about the statements. Put a tick (/} if the speaker agrees with the statements, a cross (X) if he or she disagrees and put ? if it's not clear. 3 Work in pairs. Can you remember what Lynne and Greg said? E3 Listen again and check.
28
tf
•
lesson J2
GRAMMAR
SOUNDS
Will You use wittto make a prediction or express an opinion about the future. Children mitt learn English from the age of six. I think most people will need English for their jobs. I'm sure everyone will speak some English. You form the future simple with witt + infinitive. You often use the contracted form '& At the end of the course III speak English fluently. Negatives There won't be traditional language classes in school. There definitely won't be many teachers. Questions Witt we use English at work?
Short answers Yes, we witt. No, we wont.
1 Think about the end of your course. Make predictions about your level of English. Use / will or / won't. 1 2 3 4 5 6 7 8
speak English fluently be able to read an English newspaper be able to understand radio broadcasts be able to write reports in English speak with a perfect English accent be able to understand English songs know a lot of vocabulary use English for my work
2 Look at these predictions about jobs and studying in the future. Do you agree or disagree? Write questions to ask another student. 1 2 3 4 5
computers - replace secretaries, accountants journalists - disappear - because no newspapers economics - the most important school subject teaching by television - very common people - no need to study maths - because computers can do calculations 6 few people - need geography, history 1 Do you think computers will replace secretaries and accountants? 3 Now work in pairs and find out what your partner thinks. Do you think computers will replace secretaries and accountants? No, I don't.
1 Say these words aloud. Which words are stressed on the first syllable? Which words are stressed on the second syllable? Which words are stressed on the third syllable? Put them in three columns. accountant actor arithmetic banker biology chemistry computer economics education engineer geography politician secretary Dn
actor
DD D
accountant
n n Dn
economics
E3 Listen and check. 2 1^3 Listen and say these words. age lesson chemistry education secretary railway station friend holiday Is the underlined sound /&/ or /ei/? Put the words in two columns.
SPEAKING AND WRITING 1 In pairs, check your answers to Listening activity 2. Find out what your partner thinks and complete the Your partner column in the chart. 2 Find out what other people in your class think about the future of English and make notes. 3 Write a paragraph saying what people in your class think. i All of us think that children will learn English from the age of six. Most of us think that we'll use English for our jobs. Some of us think that learning English will be more important than our own language. Nobody thinks that all lessons at school will be in English.
Foreign travels
EIO Listen to the rest of the conversation. Underline the ver used.
Going to for plans and will for decisions; expressions of future time
LISTENING 1 You're going to hear Duncan, an English student, talking to a friend, Cathy, about a visit he's going to make to South America. He's going to visit some of these places. Do you know which countries the places are in?
Places The Amazon Beio Horizonte Buenos Aires Caracas Cordoba
j |
| j
Lake Titicaca Lima Machu Piccchu Montevideo Patagonia
Rio Santiago Sao Paulo Valparaiso
D Q] j j Q
D
2 Look at the map in Communication activity 21 on page 101 and check your answers. {No prizes if you live in South America!) 3 E3 Listen to the conversation and number the places in 1 as Duncan mentions them. 4 Work in pairs. Try to remember what Duncan plans to do in each place. Put the number of the place by what he's going to do there. lie on the beach visit the ruins do some sightseeing stay in a hotel meet his girlfriend rave! by coach
D D D D D
Now listen again and check.
spend a week in the jungle go round the museum take the cable car up the mountain buy some souvenirs hire a car learn to dance the samba
D D D D D
CATHY Well, have a nice time! Have you got a good guide ' book? DUNCAN No, I haven't. But /'// get/I'm going to get one. It's on my shopping list of things to buy before I go. CATHY Well, they say the best one is the South American handbook. DUNCAN Really? Well, I'llget/I'n going to get it when I go into town. CATHY Look, /'// go/I'm going ii town right now because I nt to do some shopping. /'// buy/I'm going to buy it for y< at the bookshop, if you like. DUNCAN Really? CATHY Yes, of course. DUNCAN Well, /'//give/I'm goit to give you the money for it right now. CATHY OK, and I'll bring/I'm going to bring it round tonight. Who knows, perhaf I'll borrow/I'm going to borrow it from you one day. DUNCAN OK. Thanks very mue
lesson
GRAMMAR Going to for plans You use going to to talk about things which are arranged or sure to happen. I'm going to visit South America. I'm going to visit Buenos Aires. You use going to for decisions you made before the moment of speaking. I'm going to buy a guide book. Will for decisions You use witt for decisions you make at the moment of speaking. mgive you the money right now. You often use witt for offers. (For more information about offering, see Lesson 30.) You usually use the present continuous with go and come. He's going to South America. not He's going to go to South America. She's coming with us. not She's going to come with us. Expressions of future time You can use these expressions of future time to say when you are going to do things. tomorrow morning afternoon evening next week month year in two days' time three months'time five years'time
1 Does Duncan make his decisions before or at the moment of speaking to Cathy? Which verb form do you use to talk about decisions? Which one do you use to talk about plans? 2 Work in pairs and check your answers to Listening activity 4. Which things is Duncan sure he is going to do, and which things is he not sure will happen? He's going to fly to Rio. He'll probably take the cable car up the mountain. 3 Choose the correct verb form. 1 'I need a strong bag.' 'I'm going to/I witt get you one,' 2 1 bought a good map, because I'm going/I will go to Soutli America 3 'Where will you /are you going to stay?' 'We'll/We're going to stay with friends, probably.' 4 I need some fresh air. Perhaps I'm going to/I'll have a walk in the park.
13
4 Choose six expressions of future time and write three sentences about things you're sure you're going to do, and three things you're not sure will happen. I'm going to have a holiday next month. I'll probably move abroad in five years' time.
SPEAKING AND VOCABULARY 1 Work in groups of two or three. You're planning a trip somewhere. Decide where you'd like to go. 2 In your groups, look at the words in the box and decide which things you will need for the trip. Add three or four more things. aspirin backpack map camera currency food guide book handbag medical kit passport penknife razor scissors tent sleeping bag suitcase wallet toothbrush toothpaste watch traveller's cheques walkman
3 Tell the others in your group which things you'll get.
I'll get the map. OK, I'll buy some food. Yes, and I'll bring my walkman. 4 Check who is going to get which things. So, Mario is going to gel the map and Tanya is going to buy some food. Thanks for your help Paco, but...
In Dublin's fair city Prepositions of place; asking for and giving directions
VOCABULARY AND READING
1 Work in pairs. Look at the map of Dublin, the capital city of Ireland. Can you see any of these town features on the map? What are the places called? bank bus station college hospital Saw courts library parliament pub railway station river square town hall The Bank of Ireland... The article you are going to read is about the pubs in Dublin. Which of these words can you use to talk about pubs or bars in your country? traditional conversation jokes old-fashioned welcome private charm modern beautiful local famous thirsty lively literary sophisticated elegant left-wing
3 Read In Dublin's fair city and decide which pub(s) you'd like to visit and why. Abbey Theatre
LISTENING
Custom House 0
1 E3 Listen to a tour guide at the start of a tour. Where is he standing? 2 E3 Listen to the guide explaining the route of the tour. Draw the route on the map.
The Bank of Irelan Trinity College Pearse Station
0
National Library
0
National Gallery National Museum
0
Irish Parliament
(J) Mansion House (T) University Church
lesson 24
©aw '1 went into a pub one morning and asked for a Guinness. The barman said, "Sorry, we're closed. We open in fifteen minutes." Then he paused. "But would you like a drink while you 're waiting?"'
1 Look at the map and say where these places are. Use the prepositions in the grammar box. The Irish Parliament the Mansion House Merrion Square Kildare Street The National Gallery
- An English vLj'dor to Dublin
Dublin means many things to many people. To some it is a city of writers, the city of Jonathan Swift, Oliver Goldsmith, James Joyce and W B Yeats. For others, it is the city of talkers, its pubs full of Guinness and jokes, and the source of the writers' inspiration. You can still find many traditional pubs in Dublin and they're open all day from 10.30am on Mondays to Saturdays and most of the day on Sunday. You're sure of a warm welcome, especially if you offer to buy the locals a drink. Here are a few to visit in the centre.
2 Write directions for the tour you heard in Listening activity 2. Use the prepositions in the grammar box and the map to help you. ES3 Listen again and check.
SOUNDS 1 Say these words aloud.
Doheny and Nesbitt's m Baggott Street is a lively, old-fashioned pub, long and narrow, with a small private bar at each end. Government ministers, civil servants and journalists use it for meetings. The Horsehoe Bar of the elegant Shelbourne Hotel on St Stephen's Green keeps its charm and intimacy in its modern, sophisticated surroundings. Mulligan's in Poolbeg Street opened in 1872 and has a number of sections: students in the entrance on the left, journalists and W people on the right, and left-wing politicians in the far bar. Neary's, in Chatham Street, is a beautiful, old-style pub visited by actors from the Gaiety Theatre. The Bailey, in Duke Street, is a very traditional pub, and famous for its literary connections. It was in James Joyce's Ulysses, where it is known as Burton's. There are hundreds of other pubs as well, where visitors can enjoy something of the real Dublin. You don't need to be thirsty to enjoy the pub; just enjoy the conversation!
bank pub map article Dublin number charm far bar actor bus national
others
Is the underlined sound /a:/, /as/ or /A/? Put the words in three columns. ESU Listen and check. 2 Underline the stressed words in these questions. 1 Excuse me, how do I get to the post office? 2 Excuse me, is there a bank near here? 3 Excuse me, could you tell me the way to the station, please? 4 Excuse me, where's the nearest pub? Q Listen and check. Ask the questions aloud. SPEAKING
GRAMMAR AND FUNCTIONS Prepositions of place T\ie Bank of Ireland is opposite Trinity College. Pearse Station is next to Trinity College. College Park is in Trinity College. Dawson Street is between St Stephen's Green and Nassau Street. The National Library is behind the National Museum. The National Museum is on the corner of College Green and Westmoreland Street. The National Museum is in front ofthe National Library. Asking for and giving directions Howdolgetto ...? Go straight ahead/on. Go down/along... Go to the end of... Cross over... Turn left/right into... It's on the left/right. It's at the crossroads. Take the first/second turning on the left/right.
1 Work in pairs. Student A: Think of a well-known place in the town where you are now. Imagine you are looking at it and describe where you are to Student B. Don't say what the place is. Student B: Listen to Student A describing a well-known place in the town where you are now. Guess what the place is. Change round when you're ready. 2 Work in pairs. Student A: Turn to Communication activity 7 on page 99. Student B: Turn to Communication activity 15 on page 100.
33
An apple a day Expressions of quantity (1): countable and uncountable nouns, some and any, mucn and many
VOCABULARY 1 What sort of things do you eat, drink or use in your cooking? Look at the words in the box and put them in lists under these headings: every day, twice a week, every week, on special occasions, never.
apples bananas beef beer biscuits bread butter cabbage carrots cheese chicken coffee eggs fish fruit grapes ham juice lamb lettuce meat milk oil onions oranges pasta peaches peas pork potatoes rice salad | strawberries tea tomatoes vegetables water wine Can you think of two or three more things to add to each list? 2 Work in pairs and compare your lists. Which of the things can you see In t) photo?
lesson
3 Look at these words.
LISTENING AND SPEAKING
bottle cup giass kilo1 loaf packet piece slice tin a bottle of beer a cup of lea a glass of water a kilo of potatoes a loaf of bread a packet of biscuits a piece of cheese a slice of bread a tin of peaches Which other items in the vocabulary box can you use with these words?
•{ cereal pie steamed dumplings sandwich chowder
toast 1
2 Student A: Turn to Communication activity 1 on page 98.
GRAMMAR Expressions of quantity (1): countable and uncountable nouns Countable nouns have both a singular and A plural form. an apple- two apples a peach- two peaches Uncountable nouns do not usually have a plural form. bread, beef, butter, coffee, water Some and any You usually use some in affirmative sentences. I'd like an orange, two apples, some peaches and some water. You usually use any in negative sentences and questions. We haven't got any butter. Are there any eggs? Much and many You usually use much and many in negative sentences and questions. You use many with countable nouns. We haven't got many carrots. How many eggs would you like? You use much with uncountable nouns. Tfiere isn 't much cheese. How much butter do you need?
1 Look at the words in the vocabulary box again. Write C (countable) or U (uncountable) by them. 2 Complete the dialogue with some, any, much or many. A \Ve need water. How B Two. And we haven't got peaches? A OK. Have we got tea? B No, how do we need? A Just a packet. »==a J Now listen and check.
1 Work in groups of three. You are going to hear Karen, who lives in Hong Kong, and Pat, who lives in San Francisco, talking about a typical breakfast, lunch and dinner. First, make sure you understand these food items they mention:
bottles do we need? fruit. Shall we get
Student B: Turn to Communication activity 12 on page 100. Student C Turn to Communication activity 20 on page 101. 3 Now work together and complete the columns Karen and Pat.
Karen
Pat
You
Typical breakfast *
^
Typical lunch
Typical dinner
4 What do you have for a typical breakfast, lunch and dinner? Complete the You column in the chart. 5 Compare the speakers' typical meals with your typical meals. Use these expressions. a lot of/lots of quite a lot of a few/a little not much/many hardly any not any Karen eats a lot of meat, and so do I. Pat drinks hardly any coffee but I drink lots. 6 Find out what sort of things other people in your class eat, drink or use in their cooking. Fadia, do you drink tea? Yes, I do. Then find out how much they eat, drink or use. How much tea do you drink every day? How many cups a day do you drink?
Progress check
11-15
2 Write answers to the questions you wrote in 1. 1 2 3 4
be a doctor move to Spain work in a hospital learn Spanish
5 travel round Spain and Portugal 6 stay in contact with her old friends
'] Is she going to be an accountant7" No, she isn 't. She's going to be a dot
VOCABULARY 1 Word maps are a good way of remembering and organising new vocabulary. Make a word map of your town or city.
my town cheap housing
2 Look at these words for jobs. Which come from verbs? Write the verb. actor banker dancer footballer journalist manager musician politician teacher writer actor- to act Which ones come from other nouns? Write the nouns. banker- a bank You can make other words using a suffix. Look at these suffixes.
actor banker Underline all the suffixes in the words above. Words with these suffixes are often jobs. 3 Look at the vocabulary boxes in Lessons 11-15 again. Choose words which are useful to you and group them under headings of your choice in your Word bank.
3 You're going to start a new, exciting job tomorrow. Sa what you are or aren't going to do. - walk to work - work hard
- arrive early - be friendlv
— drink less coffee - stav late
4 Complete these sentences with (be) going to or would like to.
He's got his ticket and he fb Madrid. I buy a car, but I haven't got any money. It rain todav. We go on holiday but we're u > busy. 5 He's got his coat on and he leave now. 6 We sold our flat last week and T-. r live abroa Complete the sentences with will or (be) going to. I 2 3 4 5 6
It's very early. Maybe I go back to bed. He flv to Belo Horizonte next week. She have a baby next July. 'I'm so tired.' 'I take you home by car.' He works in Lisbon, so he move there. Maybe we have dinner in a reaaurant.
6 Make predictions about the following. Use / think/perhaps/maybe + will. 1 next weekend 2 your job 3 next holidavs
6 vour friends
7 Write sentences saying where these places are in your town. Use these prepositions;
GRAMMAR
at on opposite next to in between behind on the comer of in front of
1 Write questions about Jane with going to.
1 2 3 4
1 be an accountant 2 live in the USA 3 start her own company
4 learn Italian 5 visit South America 6 start a new life
1 Is she going to be an accountant?
the post office the bank the library the supermarket
5 the swimming pool 6 the cinema 7 the football stadium
Progress check 11-15
8 Write directions from where you are now to the following places. 1 2 3 4
the railway station the bus station a petrol station the cinema
9 Are these things countable or uncountable? Write C or U. egg money orange juice apple sugar potato butter rice strawberry cheese
SOUNDS
SPEAKING
1 Say these words aloud. Underline the fa/ sound.
1 Work in pairs. One of the other pairs is coming for lunch. Decide: - what dish you'll make - where you'll have lunch.
pizza polite police theatre cinema opera performance dinner weather JO3 Now listen and check. 2 Say these words aloud. charm chicken politician traditional cheese she old-fashioned peach fish Is the underlined sound AJ7 or ///? Put the words in two columns. [13 Listen and check. 3 Look at this true sentence. Joe is going to study maths at university. E31 Listen and answer the questions below with the true sentence. Change the stressed word each time.
10 Write sentences using How much ... have you got? or How many... have you got? and the words in 9. How many eggs have you got? How much money have you got? 11 Complete these sentences with some or any. 1 Have you got oranges? 2 I'd like wine please. 3 I don't have money with me. 4 Is there water? 5 We've got chicken but we haven't got salad. 6 I'll get you bread, if you like.
1 Is Tim going to study maths at university? 2 Is Joe going to study physics at university? 3 Is Joe going to study maths at school? 4 Did Joe study maths at university? 1 No, Joe is going to study maths at university.
2 Write a note to another pair. Say: - where you're going to have lunch -how to get there. 3 You need to buy the ingredients for the dish you chose in 1. Write each ingredient on a piece of paper. With your partner, discuss which ingredients you'll get. A I'll get the tomatoes. B And I'll buy some onions. A OK. You're going to buy some onions and I'm going to buy the tomatoes. 4 Give the pieces of paper with ingredients to your teacher, and you will receive some different ingredients. Go round asking other people if they have got the ingredients that you're going to get, and saying what you've got. Have you got any tomatoes? Yes, I have./No, I haven't. Give your ingredients to anyone who asks for them, even if you need them! The first pair to get all their ingredients is the winner.
4 |[^3 Listen to these questions. Put a tick (/) if the speaker sounds polite. 1 How do I get to the station? 2 How do I get to the hospital? 3 Could you tell me where the town hall is? 4 Could you tell me where the bus station is? 5 Where's the post office? 6 Where's the river? Now say the questions aloud. Try to sound polite.
37
What's on? Prepositions of time and place; making invitations and suggestions
-„» *''"
VOCABULARY
Look at the words in the box. Which words go under these headings: What's on? Where? ballet cinema closing time club concert disco exhibition film gallery interval match musical museum opening hours opera opera house painting performance play row sculpture seat stadium theatre ticket
SONIC YD.**"
-
Student A: Turn to Communication activity 2 on page 98. Student B: Turn to Communication activity 19 on page 101. Student C: Turn to Communication activity 11 on page 100. 2 How much do you know about karaoke and tango now? Work together and complete the chart. karaoke
What's on? ballet film
Where? theatre cinema
Type of entertainment
Now put the remaining words in a third column: Related words.
Place of entertainment
What's on? ballet
Performers
Where? theatre
tango
Related words ticket, row, seat
LISTENING AND SPEAKING 1 Work in groups of three. You are going to hear people talking about typical entertainment in Japan and Argentina. Ken talks about karaoke in Japan, and Philippa talks about tango in Argentina.
Type of music
Reasons why people enjoy it
3 Talk about a typical type of entertainment in your country. Use the chart to help you.
lesson
GRAMMAR AND FUNCTIONS Prepositions of time and place at the Dominion Theatre 8pm the football match on Monday 31stjuly in June 1996 London England to go to work go to the cinema go to a party
WRITING 1 Look at the formal invitation below.
/
Making invitations and suggestions Wouldyou like to come to the cinema? How about coming to the cinema? Let's go to the cinema. Accepting I'd love to.
Refusing I'm sorry, I can't. I'm busy.
lojoin them ai i/ie Aenumurj (lancerl Jlaii on rjaiurdau, I ,c/w/y at 7 pin far dinner, fouoeoe
a voncvri at 6 pm anaafuywor& display. 1 Look at the prepositions of time and place in the grammar box. Write the phrases in two columns: time and place. Complete the rules about when we use at, on or in to talk about time.
1 You use to talk about months and years. 2 You use to talk about days of the week and dates. 3 You use to talk about a point of time in the day (eg eight o'clock).
Dresx - smar^ casual
Work in pairs. Invite your partner to go with you. Complete the letter.
Thame Street , 0X7 fLS rd Jane
Complete these sentences with at, in, on or to. Sometimes you can use more than one preposition. Is there a difference in meaning? 1 The match starts 3pm Saturday. 2 the National Gallery June and July there's a Van Gogh exhibition. 3 I'd like to go the opera when we're Moscow. 4 Paris there's a World Cup football match Saturday. 5 I'm going a party 20th June. 6 Would you like to come the theatre London Sunday? Make a list of what's on in your town at the moment. Go round the class inviting people to go out with you on different days. Accept or refuse their invitations, and try to fill up your diary. Would you like to come to the match on Friday? Yes, I'd love to! How about coming to the cinema on Saturday? I'm sorry, I'm busy. How about Sunday?
/(jfi qof on invitatinn from to join them on for
and a like, tn come ? ft ntfirtG at
2 Give your partner your invitation. Now reply to his/her invitation. Use these phrases to help you. Thank you for the invitation to ... I'd love to come. Shall we meet at... I'm afraid I'm busy.
39
Famousfaces Describing people
VOCABULARY 1 Work in pairs and look at the words in the box. Which are adjectives and which are nouns? attractive bald beard beautiful black blonde dark face fair fat glasses good-looking hair long man middle-aged moustache nice old medium-height round short shy slim square teenager thin ugly woman young
brown curly head kind pretty straight tall
Group any nouns and adjectives which often go together.
attractive face... Which adjectives can you use to talk about the following? - height - age - looks - build - character 2 Think of a famous person. Choose three or four words from the vocabulary box which you can use to describe his/her appearance. Now tell your partner the name of your famous person. He/she must guess which words you chose.
My famous person is Mickey Mouse. Did you choose short, dark, middle-aged? Yes... and bald! FUNCTIONS Describing people Appearance You use look like to describe people's appearance. What does she look like? She's tall and she's gotfair hair. She looks like a banker. Who does he look like? He looks like his father. Character You use be like to describe people's character. What's he like? He's nice. Who's he like? He's like his father. She's quite nice. He's about twenty. She's about one metre sixty. He's very tall. He's in his mid-twenties. She's in her mid-thirties. He's really handsome. She's about thirty, with dark hair.
40
lesson J 7
WRITING 1 You are going to the station to meet someone who doesn't know you, and you're going to write a letter describing your appearance. First of all, make notes about these aspects of your appearance: -age -height -looks -hair -build age.- mid-twenties
height: quite tall
2 Now write sentences describing your appearance. I'm in my mid-twenties. I'm quite tall. 3 Then join the sentences using and. I'm in my mid-twenties and I'm quite tall. 4 Write a letter describing what you look like. (Write your address here) 1 Complete the sentences with like if necessary. .1 2 3 4
What does she look ? She looks very kind. Who's she ? She's her mother. What's he . ? He's __ lovely! Who does he look ? He looks . . his brother,
2 Match the questions and the answers. 1 How old is he? a One metre seventy-eight. 2 How tall is he? b Blonde. 3 What colour is his hair? c He's quite young, goodlooking and slim. 4 What does he look like?~d Twenty-one. 3 Look at the sentences in the grammar box above. Write four sentences describing people you know with quite, very and really. My father is very old and really intelligent.
("Write the date here)
Dear Mr. Freeman, I am looking forward to meeting you at the station next Monday. I will be there at ten o'clock and will wait for you on the platform.
(Describe your appearance)
Yours sincerely, (Write your full name here)
SPEAKING 1 Work in pairs. Choose someone in the paintings and describe him/her to your partner. Can they guess who you're describing?
5 Write five true pieces of information about your appearance and two false pieces. Show them to another student. Can he/she find the false information?
2 Talk about what you imagine the people in the paintings are like. You can use the words in Vocabulary activity 1 to describe them. Which person do you think you'd like to meet? Explain why.
41
Average age Making comparisons (1): comparative and superlative adjectives
VOCABULARY 1 Work in pairs. Choose five words to describe yourself. Use a dictionary if necessary. carefu! interesting clever cold confident fit funny imaginative intelligent kind lazy nervous optimistic patient pessimistic polite quiet calm rude sad sensitive nice serious tidy thoughtful READING Think of other words you can
use. honest, friendly... Discuss your choice of words with your partner. / think I'm usually optimistic. And I'm always polite! Does he/she agree with you?
2 Think of three people you admire very much. They can be politicians, musicians, sports personalities etc. or people you know personally. Choose the person you admire most and think of three adjectives to describe this person. Then choose the second and third person you admire and think of three more adjectives for each person to explain why. Now turn to Communication activity 13 on page 100.
1 Read Average age and find things which are different fror >GL.r experience or from the experience of people you know.
Average
• Ten is the year of the closest friendships is also the year when relationships with particular pea The ten-year-old usually gets on well with parents b E Personal talents begin to show.
T« opposite sex. It : : s:rongest. -ere time alone.
In the United States twenty is the average age4c-' "r I although probably only a third marry at th;s . . marry because of social pressure. The hums- : the age when people can vote in Denmark, Japan, Norway arc in Japan it is the minimum age for buying alcohol For optimists thirty is one of the happiest ages, of feeling young. At this age you need to take a than when you were younger. V;. . twenty will feel much worse the re BB you can become a bishop.
ft
"r«s the end xir body :arty at T ,oungest
Forty is the year of the 'middle-aged', althoLC" "ccoc. admit the fact. Bob Hope said that you are middle-ages show around your middle. In fact, the body starts to get smaier ac *:T. and continues to do so until you die. 1 Fifty is an age when old friendships get doser arrf i and relatives warmer. According to oW p^CTer; should be rich. George On/veil said, 'At fifty everyone People need to wear glasses and some food lose: Adapted from The Book of Ages, by Desmond Morris
42
age
- colleagues Tie age when you -serves.'
lesson 28
2 Make comparative and superlative adjectives from the following. cold imaginative intelligent fit tidy beautiful polite patient young funny nervous warm old 3 Work in pairs and compare the information in .Average age with your own experience. In my country, I think that many women are older when they get married. 4 Work in groups of two or three. Talk about the best age for doing the following things. -
getting married having children going to university leaving school
-
buying a home leaving your parents' home learning to drive learning a foreign language
/ think it's best to get married at twenty-five.
2 Work in pairs. Which is the most surprising piece of information in the passage?
GRAMMAR AND FUNCTIONS Making comparisons (1) Comparative adjectives You form the comparative of most adjectives by adding -er, -r, -ier or more + adjective. kinder nicer lazier sadder more careful Fifty is an age when old friendships get closer. Superlative adjectives You form the superlative of adjectives with -est, -st, •iest or most + adjective. kindest nicest laziest saddest most careful For optimists thirty is one of the happiest ages. There are some irregular comparative and superlative forms. better best
bad worse worst
1 Look at the comparative and superlative adjectives in the box above. Write down the adjectives they come from and the comparative and superlative forms. kind kinder kindest What's the rule for forming the comparative and superlative forms of short adjectives ending in -e, -y, a vowel + consonant?
Now write sentences comparing your opinions. We all think it's best to leave school at sixteen. Jerome thinks it's best to learn a foreign language at six, but we think it's best when you're older.
SPEAKING AND WRITING
1 Choose a superlative adjective you made in Grammar ar functions activity 2 to complete these questions about exceptional people, places and things. -
Who is the _ What is the _ What is the _ Where is the _ What is the _ Who is the _
person you know? thing you own? time of the year? place you know? country for a holiday? person to be with at a party?
Who is the funniest person you know? 2 Work in groups of three or four. Ask and answer the questions you wrote in 1 about exceptional people, places and things. I think the funniest person I know is Dietrich. 3 Write sentences comparing your partners' answers to your questions. Hans thinks the funniest person he knows is Dietrich.
What's the rule for forming the comparative and superlative forms of longer adjectives?
43
Dressing up Making comparisons (2): more than, less than, as...as
VOCABULARY 1 Look at these words for clothes. Which do you wear? Put the words in four lists under these headings: always, often, sometimes, never. blouse coat dress hat jacket jeans shirt shoes skirt socks suit sweater swimsuit tie tights trainers trousers T-shirt underwear always: trousers often: jeans sometimes... Think of other clothes you wear in winter, in summer, for work and at home and add them to your lists. 2 Choose suitable adjectives from the list below to describe your own clothes. Add them to the four lists you made in 1. black blue brown casual formal green grey orange pink red smart white yellow always: dark trousers often: smart jeans sometimes...
3 Work in pairs. Ask and say what you always, often, sometimes and ne\ier wear. Do you often wear trousers, Erina? Yes. I usually wear dark trousers.
READING 1 Read Dressing up, which is about clothing in Kuwait, Sweden and India, and find out if it says anything about: - clothes for work - traditional dress - young people's fashions
In Kuwait, men and women wear ihe dress most of the time. For men, it is a Ic >e ;ad a cloth covering the head. For women it : they wear a veil. Foreign male visitors usually "ear lightweight cotton trousers and white shins with short or long sleeves. Men often wear sandals ; day but never in the office. They wear a jacket and a DC for social occasions, but when it's really hot, svsnal to take off the jacket. Foreign women visitors asiiiir wear long, loose clothes which cover their »eck and arms. The Swedish are very doches and are less forma: rhaa they were. People usually dress well in public and wear bright colours. In Sweden the winters are rery cold, so -j-.'-.:: : :• ire rar business suits for work, with a shirt and a tie and women often wear trousers. People often carry a spare pair of shoes because you need boots outside. Children and teenagers are aore casual than their parents. For school, they wear U jeans and T-shirts.
Dressin •"up
Traditional dress in India for women t sari and for men the achkan suit. The sari has its own : tyle depending on which part of India it comes from region has its own special colours, decoration and style. iBe men wear their heavy and expensive achkoii suits on formal occasions but for less formal occasions they wear the kirtfci I. a long shirt and loose trousers, which is not as heary as ifce «ckko. Indian people wear lighter colours as they grow older, and at funerals white is the usual colour to wear. Many people wear wesiern-sryle cloches. For work they wear smart clothes, but noi suits and Vomen usually wear trousers and blouses but not dresi img people are as casual as young people all over the world with their jeans and T-shirts.-
2 Work in pairs. Ask and say what clothes people in your country wear. Talk about clothes for work, clothes at home, traditional dress, young people's fashions. Men wear suits for work. \Thatdoyou wear?
Check your answers with another student 3 Are the conventions for clothing in the passage different from conventions in your country? In my country men don f usually wear sandals.
n
lesson / 9
SOUNDS 1 Say these words aloud. Is the underlined sound /b/or A/7 smaller smallest bigger biggest closer happier happiest funnier funniest
closest
|Q Listen and check. ^
2 |^J Listen to the sentences in Grammar and functions activity 1. Notice that than is pronounced /fan/, as is pronounced /az/ and from is pronounced /firem/. Now say the sentences aloud. 3 EOl Listen to someone disagreeing with the statements in Grammar activity 2.
GRAMMAR AND FUNCTIONS Making comparisons (2): more than, /ess than, as...as Children wear more casual clothes than their parents. They're less formal than they were. My father wears cheaper clothes than my mother. They're as casual as teenagers are all over the world. Dresses are not as popular as in Western countries. It's the same as my country. It's different from my country. 1 Complete these sentences with as, than or from. 1 2 3 4 5 6
He's much smarter I am. She's intelligent he is. Her clothes are different mine. She's got the same shoes I have. Sandals are less common here in Kuwait. Children are more casual their parents.
2 Agree with these statements using more or less and . the adjective in brackets. 1 2 3 4 5 6
He's less casual than she is. (formal) It's more noisy now than it was. (quiet) Clothes are cheaper here than at home, (expensive) He's less optimistic than she is. (pessimistic) It's easier to get good clothes here, (difficult) He's less confident than she is. (nervous)
1 Yes, he's more formal than she is. 3 Write four sentences comparing what you wear and your appearance with other people. Use comparative adjectives. / wear more colourful clothes than my father.
Now work in pairs and disagree with the statements. Stress more or less.
LISTENING AND SPEAKING 1 Read these statements. Decide if they are true or false for your country. My Country 1 The weather is usually rather cold. 2 It's difficult to buy good clothes. 3 Good clothes are very expensive. 4 People are quite formal. 5 Many people are quite small. 6 The quality of clothes design is good.
Britain
2 K^a Listen to Graham, from Britain, talking about clothing. Does he think the statements in 1 are true or false? 3 Work in pairs and answer the questions. In your country... -
is the weather hotter or colder than in Britain? is it easier or more difficult to buy good clothes? are clothes cheaper or more expensive? are people more formal or more casual? are people smaller or larger than the British? is the quality of clothes design better or worse?
We have cold weather too. In my country it's more difficult to buy good clothes.
Memorable journeys Talking about journey time, distance, speed and prices
VOCABULARY AND LISTENING 1 How do you say these numbers? 505
a five hundred five b five hundred and five 478 a four hundred and seventyeight h four hundred seventyeight 3,563 a three thousand and five hundred sixty-three b three thousand, five hundred and sixty-three 45,781 11 forty-five thousand, seven hundred and eighty-one b forty-five thousand, seven hundred eighty and one 1^1 Now listen and check.
2 Say these numbers aloud. 346 678 2,345 18,664 24,589 123,456 202 54,566 3,481 407 10,020 [OI Now listen and check. 3 Work in pairs and look at the photo. Use these words to describe what you can see. arrive border cost desert distance drive driver gallon gas station get highway hill leave mile motel mountain move home passenger petrol police patrol reach set off speed limit take ticket truck turn off Would you like to be one of the passengers?
46
4 |^j |_jsten to Sarah, an English woman, talking about a memorable journey she made in the USA. As you listen, look at the vocabulary box agai and tick (/) the words you hear. 5 Tick (/) the information you heard.
Journey time
9 days
19 c.
90 days
Distance
250 miles
2.050 miles
2.500 miles
Price of petrol
25 cents a litre
50 cents a litre
55 cents a litre
Speed limit
50 miles an hour
55 miles an hour
"0 miles an hour
Price of hotel rooms
S20 to S35 per person
S25 to S40 per person
530 to 550 per person
Now listen again and check.
lesson 20
SOUNDS 1 Say these words aloud. Underline the stressed syllable. thirty thirteen fourteen forty seventeen seventy nineteen ninety thirteen dollars fourteen kilometres seventeen hours nineteen miles EO3 Listen and check. Which words are stressed on the first syllable? Which words are stressed on the second syllable? 2 [^J Listen and write down the numbers you hear.
3 Think of a town in your country. Write sentences saying how far it is from where you are now and how long it takes to get there by different means of transport or on foot. 4 Write six questions about speed and prices in your country. How fast can you drive in town? How much does it cost to fly from Buenos Aires to Cordoba? Now ask and answer the questions in pairs.
SPEAKING
Now say the numbers aloud.
FUNCTIONS Talking about journey time, distance, speed and prices Journey time How long does it take by car? (It takes) nine days. How long does it take by train? Five hours. How long does it take on foot? It's a five-minute walk/drive/flight/jou rney. Distance How far is it? It's 2,500 miles away. How far is your school from your home? Ten kilometres. Speed How fast can you drive? Fifty-five miles per hour, (mph) Ninety kilometres an hour, (km/h) Prices How much is petrol? (It's) $2 a gallon. How muck does petrol cost? (It costs) 25 cents a litre. How much are hotel rooms? $25 per person per night. How much do hotel rooms cost?
1 Compare the information about America in Vocabulary and listening activity 5 with your country. It takes less time to cross my country. Petrol is more expensive in my country.
\ Thin country. What is the best route to take? Now work in pairs and talk about your journeys. 3 Look at some more information about America. Tallest building Highest mountain Longest river Largest lake Biggest city Hottest place
Sears Tower, Chicago, 443 m Mount McKinley, Alaska, 6 194 m Mississippi River, 6 020 km Lake Superior, 82 260 sq km New York City, population 7.5 million Death Valley, average temperature
Coldest region
50°C in July Alaska, average temperatures -12'C in
January. 1 Work in pairs and check your answers to Vocabulary and listening activity 5. 2 Imagine these are the correct answers to questions about your country. Write the questions, using How long or How far. An hour. 500 kilometres. Half an hour. 20 kilometres. 1 An hour.
5 6 7 8
Two weeks. It's three kilometres away. Ten hours. It's a ten-minute drive.
How long does it take to get from Buenos Aires to Cordoba by plane? 2 500 kilometres. How far is it from Istanbul to Izmir?
Write two questions for each piece of information. What's the tallest building? How tall is it? 4 Think about answers to the questions in 3 about your country. It doesn't matter if you don't know the exact figures. Now work in pairs and ask and answer questions about your country. Monique, what's the tallest building in France? It's the Eiffel Tower, How tall is it? It's over three hundred metres high.
47
Progress check VOCABULARY
GRAMMAR
1 Look at these international words.
1 Complete these sentences with in. at or on.
pizza rioja sushi disco rock television football restaurant concert cinema tennis theatre film ballet opera jazz stadium museum video Put them in these groups: food, sport, places, types of entertainment, music. If you know any more international words, add them to your groups of words.
1 The football season suits May. 2 The ballet is the Apoi 3 It's Monday 22 JUT 4 The match is ~.15p 5 The Olympic game
_ August and finishes
•
Atlanta —
the USA.
6 The film starts
3pm.
2 Complete these sentences wtth to or at. 2 Look at the endings used for these adjectives. friendly generous active dynamic confident thoughtful temperamental noisy capable Now look at the adjectives in Lesson 18 again. Are there any with similar endings? Words with these endings are often adjectives. 3 Some words are used either for men or for women, but not both. Put a cross (X) by the sentences which sound odd. 1 2 3 4 5 6
He's got a really pretty face. She bought some patterned tights yesterday. He wears a white blouse in the office. She's a very handsome little girl. He's got a warm night-dress for winter nights. She has two pairs of blue jeans.
4 Decide if these items of clothing are usually worn by men or women, or both. skirt bikini bra knickers underpants tights boots swimsuit shirt shorts jacket sandals pyjamas 5 Look at the vocabulary boxes in Lessons 16 - 20 again Choose words which are useful to you and group them under headings of your choice in your Word bank.
48
1 2 3 4 5 6
I like going the theatre I'm working home lomonov Shall we meet the cinema? The football match is _ the main stadium. Would you like to take us ihe museum? Let's walk the s
3 Write questions about Frank. Ask about: family likeness age height colour of eyes looks
4our of hair
4 Write sentences saying what Frank looks like.
Progress check 16-20
5 Write sentences about what you look like. Use the questions you wrote in 3 to help you. 6 Choose the best words and complete the sentences. 1 She's got a very face. a curly b tall c pleasant 2 He's got no hair. He's quite . a bald b fair c grey 3 He has a . grey beard. a round b long c square 4 He's over two metres. Ht's quite . a short b honest c tall 5 He works as a model. He's very . , a good-looking b careless c bossy 6 It's cold today. I'll wear a . a swimsuit b T-shirt c coat 7 Write the comparative and superlative forms of these adjectives. big calm careful clever confident friendly generous imaginative informal lazy nervous quiet small smart thoughtful tidy warm 8 Disagree with these statements using the adjective in brackets. 1 2 3 4 5 6
Clothes are cheaper than food, (expensive) Mike is taller than Philip, (short) Britain is hotter than Brazil, (cold) It's easier to buy nice clothes in the winter, (difficult) Kate is younger than Penny, (old) The British are more formal than the Germans, (casual) 7 Peter is more polite than Jack, (rude) 8 Graham is lazier than Joe. (hard-working) 1 No they aren't. They're more expensive.
9 Agree with these statements using the superlative form of the adjective. 1 2 3 4 5 -6
She's very kind. It's a very beautiful town. He's very polite. She's very short. This dress is very expensive. It's a very powerful car. 7 He's extremely handsome. 8 She's very sensitive. 1 Yes, she's the kindest person I know.
10 Complete the dialogue. A How is it to the nearest station? B It's two kilometres , A How B It's .
does it take car? five-minute drive.
A How long does it B It's thirty minutes
to walk? foot.
A How . is a ticket to London? B It ..£5.50.
SOUNDS 1 Say these words aloud. blue good book shoe pullover took cook
boot
suit
Is the underlined sound /u/or/u:/? Put the words in two columns. t_J Listen and check. 2 Say these words aloud. Underline the Afe/ sound. geography journalist job manager
soldier engineer
teenager
E3 Now listen and check. 3 Put these sentences in the correct order and make a dialogue. a b c cl e f
Well I think I'll leave it. Thank you. I'm sorry. This is the largest size we've got. Can I help you? It's too small. Have you got it in a bigger size? Yes, I'm looking for a sweater. How about this one? It suits you,
EOS Listen and check. Do you think the speakers sound polite and friendly? Now work in pairs and say the sentences aloud. Try to sound polite and friendly.
SPEAKING AND WRITING Work in pairs. You're going to recreate a story called The Phantom of the Opera and the empty seat. Student A: Turn to Communication activity 16 on page 100. Student B: Turn to Communication activity 3 on page 98.
49
How are you keeping: Present perfect simple (1) for experiences
^U jpk BM v When someone says 'How are you?' do you reply 'Fine thanks, %^
how are you?' or do you say 'I'm not feeling very well. I've had
IN £| a bad cold, I've been off work, and now I've got a dreadful cough.'? Some people never seem to be ill, others have always Vf4%B| I got something wrong with them... or think they have. H_ k |K
1 2 3 4
5
6 7 8
9 10 11 12 13 14
1 Work in pairs. When was the last time you were ill? Do you worry about staying well? Do you think you're fairly healthy?
^_ ^_ j _^, _^ ^^ Try the questionnaire and find out how U
you're keeping.
Have you ever broken an arm or a leg? Have you ever stayed at home because of illness? Have you ever taken vitamin pills? Have you ever given up any of the following because of your health? smoking drinking coffee meat sunbathing Have you ever taken up any of the following because of your health? running swimming regular exercise Have you ever had an accident while watching a sport? Have you ever had an accident while playing a sport? Have you ever had...? a heart attack high blood pressure malaria Have you ever had...? flu a headache food poisoning Have you ever become ill on holiday? Have you ever worried about getting ill? Have you ever stayed in hospital? Have you ever looked up an illness in a medical dictionary? How are you keeping? Not so good. I've never felt better!
Mostly Yes: Either you've been unlucky with your health or you've become a hypochondriac. Relax! Life's too short to worry so much about your health. Mostly No: You're very lucky... so far. You're healthy and you don't worry much. But maybe you need to take better care of yourself - just in case.
50
READING
2 How are you keeping? Read the questionnaire and find out.
Yes
No
a a D a a a n a
D
D D
a a a a D a a D a a a a
D D
a
n a a n a a a a a a n n n a n a a a n a n a a a
VOCABULARY 1 Complete the diagrams with words for parts of the body. tooch mouth eye shoulder finger waist knee ankle toe foot diroat neck wrist diumb elbow back
2 Can you name the other parts of the body? 3 Look at this list of parts of the body. Which part doesn't belong? finger ankle thumb wrist elbow 'Ankle' is a part of the leg, the others are parts of the arm. Write some more lists of parts of the body with one part which doesn't belong. 4 Group all the words under four headings: head, body, arm, and leg.
lesson 21
GRAMMAR
1 Rewrite these questions with the present perfect or the past simple of the verb in brackets.
Present perfect simple (1) for experiences You use the present perfect simple to talk about an action which happened at an Indefinite time in the past. You often use it to talk about experiences with ever and never. Have you ever stayed in hospital? (_- Do you have any experience of staying in hospitals?) Yes, I have. (= Yes, at some time in my life, but it's not important when.) No, I haven't. I've never stayed in hospital. Remember that if you ask for and give more information about these experiences, such as when, how, why and how long, you use the past simple. When didyou stay in hospital? In 1975. You form the present perfect simple with has/have +• past participle. You usually use the contracted form 've or 's. I've been ill. He's broken his leg. Negative / haven't had malaria. I've never had malaria. Question Have you ever broken your leg?
1 2 3 4 5 6
(he) you ever in an ambulance? When (be) the last time you (be) ill? (eat) you ever sauerkraut? (meet) you ever a famous person? (play) you ever tennis? What (have) you for dinner last night?
2 Write the past participle of these verbs. be have say eat play teach visit live see work love know pay break meet make try win wear sell 3 Work in pairs. Ask and answer the questions in How are you keeping? If you or your partner answer yes, ask for or give extra information. Have you ever broken your arm or leg? No. Have you ever been ill on holiday? Yes. When was that? When we went to India in 1987.
SPEAKING
head
1 Look at the verbs in Grammar activity 2 and think of questions to ask people about their experiences. Write down seven or eight questions. Have you ever met anyone famous? 2 Find out about the experiences of other people in your class using the questions you wrote in 1. Ask for and give extra information. Have you ever met anyone famous? Yes, I have. I've met the President. Really? When did you meet her?
In 1987.
hair
~
What's new with you? Present perfect simple (2) for past actions with present results
VOCABULARY AND LISTENING
1 You are going to hear Heide Meyer, a teacher in Berli talking about what's new with her. She's talking abou changes in Germany and in her life since 1989. Which of these words do you expect to hear? election war government standard of living employment inflation finance police law and order freedom rights minister housing tourism education
2 Look at these questions about changes in Germany. D you think Heide will answer yes or no? 1 2 3 4 5
Has there been a change of government? Has the standard of living got better? Have more people got jobs? Has inflation gone down? Have more tourists visited the country?
H3 Now listen to Heide. Did you guess correctly? 3 |O3 Listen to Heide talking about changes in her own life. Tick (/) the things that she mentions. move"to a new flat finish her studies buy a new car have a baby learn to cook
D D D D D
learn French find a new job lose weight stop smoking get married
D
n n n n
4 Match the pairs of sentences about Heide. SPEAKING 1 What's new with you? Think about your life a year or two ago and your life today. Can you think of anything that's different? Make notes. last year lived in London smoked twenty cigarettes a day
today live in Bristol don't smoke
2 Work in pairs and talk about what's new with you. 52
1 She's had a baby. a 2 She's got married. 3 They've moved to a b new flat. 4 She's found a new job. c 5 She's bought a new d e car. 6 She's given up smoking.
She drives a Volkswagen now. It's in a very new buildinj in Potsdam. She starts on Monday. She feels much healthier. She lives with her husband now. Their son is one month old.
Listen again and check.
lesson
GRAMMAR Present perfect simple (2) for past actions with present results You use the present perfect simple to talk about a past action which has a result in the present. It is not important when the action happened. You often use it to describe changes. She's got married. (She wasn't married before. We don't know when she got married. She's married now.) You often use just to emphasise that something has happened very recently. She's just had a baby. They've just moved to a new flat. 1 Look at these past participles. moved changed left finished found got voted bought had drunk read rung written Write down their infinitive and past simple forms. move moved moved Which past participle forms are the same as their past simple forms?
SOUNDS [Qj] Listen to these sentences. Notice how you don't always hear Ve or's. 1 2 3 4
She's stayed late. She stayed late. They've finished their work. They finished their work. We've visited America. We visited America. He's studied French. He studied French.
Now look at the sentences in context and underline the correct verb form. 1 2 3 4
She's stayed/She stayed late last Friday. They've finished/They finished their work and now they're going home. We've visited/We visited America in 1983. He's studied/He studied French five years ago.
IQJ Listen and check. Say the sentences aloud. 1 December
WRITING Dear Stacey, 1 Read this letter from Heide to her friend in America and underline any verbs which you can use to describe changes in your life during the last year.
How are you?
otcLnged°quite a
for
feel much healthier now _ new job and I can work fr om which is good because the ^ ^ & old' and iery beautifui. Here are some recent photos "SI C4 ~ . ,_ _ „ from -Pvnm you VOU. nice to hear
It would
2 Write the verb in brackets in the present perfect form.
1 I (buy) a new car and now I drive to work. 2 He (move) house and now lives in London. 3 She (finish) her book and is now watching TV. 4 We (drink) the whole bottle. It's empty. 5 I (found) my bag. It's here. 6 She (write) me a letter and I'm reading it now. 3 Work in pairs. Check your answers to Vocabulary and listening activity 3. Ask and answer questions about Heide. Has she moved to a new flat? Yes, she has.
2 Look at the notes you made in Speaking activity 1. Write full sentences which describe the changes in your life. Use the present perfect. I've moved to Bristol. I've stopped smoking. 3 Write down some extra information about how your life is now. I've moved to Bristol. I like it here. 4 Join the two sentences with and I've moved to Bristol and I like it here very much. 5 Now write a letter to a friend describing how things have changed for you in the last year. Use Heide's letter to help you.
53
It's a holiday Present perfect simple (3): for and since
VOCABULARY AND LISTENING 1 Work in pairs. Make a list of important events or festivals in your town or country. (Try not to choose religious occasions.) Carnival, the Palio, April Fool's Day 2 Look at the words in the box. Which of these words can you use to describe what happens? barbecue celebrate dancing fair fireworks flag holiday king meal parade party picnic president prime minister queen race soldier speech Are there any other words you can use?
music, bands... 3 Work in two groups. You are going to hear Barry, who is Australian, talking about an important event in Australia. Group A: Turn to Communication activity 5 on page 98. Group B: Turn to Communication activity 18 on page 101.
4 Now work with someone from another group and answer the questions in the Australia column.
Australia
Your country
What's it called? When does it take place? Where does it take place? When did it first take piace? What happens? Is it a public holiday? Are there any other interesting features?
5 \^£ Listen again and check your answers to 4. Can you add any extra information? 6 Choose an important day in your country and complete the column Your country.
lesson 23
GRAMMAR
SOUNDS
Present perfect simple (3): for and since You use the present perfect to talk about an action or state which began in the past and continues to the present You use for to talk about the length of time. The 1st October has been our national day for a hundred years. You use since to say when the action or state began. We've had a President since 1888. 1 Complete these sentences with for or since. 1 2 3 4
They've had a parade 1988. There have been fireworks —— ten years. It's been a national holiday 1993The president has given a speech every year five years. 5 She's been Queen March. 6 We've celebrated Independence Day ten years. 2 On a piece of paper, write down something or someone you: - know - like - want - need - hate - own - believe know - Karen,
like - sport...
3 Work in pairs and show the list of people and things you wrote in 2. Ask and say how long. How long have you known Karen? Since January. How long have you liked sport? For ten years. 4 Look at the list of important days or occasions you made in Vocabulary and Listening activity 1. Say how long they have been important days or occasions. Use for. Independence Day has been an important occasion for 20 years.
tOa Listen and repeat these sentences. Pronounce for/fa/. 1 2 3 4
They've celebrated it for seventy years. She's lived here for six months. They've had fireworks on Bastille Day for many years. He's worked at the bank for ten years.
WRITING Read this description of an important occasion in Britain, Guy Fawkes Night. Find the answers to these questions. a b c d
How long has it been important? What event does it celebrate? What happens during the celebration these days? What do people have to eat or drink?
e've celebrated Guy Fawkes Night on
tNovember 5th every year since 1605.
Guy Fawkes was an English Catholic who wanted to kill the Protestant King James I. He tried to destroy the Houses of Parliament in London with a bomb. The plan failed when one of the Catholics warned a relative not to go to Parliament that day. Soldiers arrested Guy Fawkes and he was executed. These days we celebrate Guy Fawkes night with fireworks and a large fire in gardens or in parks. The celebration starts when it's dark. On the fire we put a 'guy', which is made with old clothes and straw and looks like Guy Fawkes. Then the fireworks begin and we burn the guy on the fire. There's usually warm food like sausages and potatoes baked in the fire. I don't know if we celebrate Guy Fawkes because he failed or because he very nearly succeeded.
Now say since when your country has celebrated them. Uses/nee. We've celebrated Independence Day since 1864. Write sentences describing an important national occasion in your country. Use the questions above and your notes in the chart in Vocabulary and listening activity 6 to help you. We 've celebrated Bastille Day since 1789...
Divided by a common language;' Defining relative clauses: who, which/that and where
Divided by a common language? George Bernard Shaw said that America and Britain were two nations divided by a common language. But how different is British English from American En: :' Some British and American people gave their definitions for some common words.
'Something that you burn for heating and cooking.' 'A school which is private.'
gas
public school
'Something you put in your ear ic> make it go.' 'A school that is open to everyone.
'A path which passes under a road.'
subway
'Something that you wear under your trousers.'
pants
'Clothing which you wear under your shirt.'
vest
'Clothing that you wearOTWyour shirt and under your jacket.'
'A list of things that you have bought or eaten in a restaurant and which tells you how much to pay.'
bill
'Money which is made of paper.'
'Long sticks of potato which you cook in deep oil and eat hot with a meal.'
chips
'A railway which runs under the ground.' 'Something which you wear to cover your legs, over your underpants."
'Very thin slices of fried potato which you eat cold before a meal o • if : -:. - •
Confused? British and American English have lots of words which look the but have different meanings. Nobody ever gets into serious trouble if he. ~:<: a mistake, although you may get a strange look if you ask for the wrong clothes. But things get even more complicated! Here are some American English woras which the British don't use at all. druggist
someone who sells medicine in a shop.
parking lot
a place where you park the car.
drugstore
a shop where you can buy medicine, beauty products, school supplies.
main street
the street in a town where all the shops are.
stop lights
lights which control the traffic.
faucet
something you turn on and off to control water in a bath or a basin.
elevator
a device which carries people from one floor to another in a building. But most of the differences between British English and American English are minor and are only concerned with vocabulary, spelling and pronunciation. You can usually understand what words mean from the context. Good luck (British English) or break a leg (American English)!
lesson 24
SPEAKING AND READING
2 Write definitions for these words.
1 Which is more useful to you - British English, American English or another type of English? Work in pairs and say why. 2 Read Divided by a common language and decide if these statements are true or false according to the passage. 1 British English and American English are two very different languages. 2 Some words have different meanings in British and American English. 3 Some words are used in one type of English but not in the other. 4 If you don't understand a word, you can usually guess the meaning.
kitchen supermarket language teacher fridge shoes restaurant pub
SOUNDS IfesN] Listen to the first paragraph from the passage, spoken first by an American and then by a British person. Now listen to the second paragraph. Is the speaker American or British? 2 The sound of some words in American English is different from British English. (SHI Look at the underlined sound and listen to some of the main differences. father
3 Which of the words in the passage did you recognise or know already?
GRAMMAR
v
pilot
mother grandfather
sister
opera cost concert fog bottle thirty dirty
butter
dance bath
plant
can't
new Tuesday nuclear
tune
. Defining relative clauses: who, which/that and where You use a defining relative clause to define people, things and places.
VOCABULARY AND LISTENING
You use who for people. A druggist is someone who sells medicine in a shop.
1 Match the American English words with the British English words in the boxes below.
You use which for things. A subway is a railway which runs under the ground. You often use that instead of who or which. A druggist is someone that sells medicine in a shop. A subway is a railway that runs under the ground. You use where for places. A parking lot is a place where you park your car.
Complete the sentences with who, which/that or where. 1 A hat is something you wear on your head. 2 A post office is a place you can buy stamps and post letters. 3 A journalist is someone writes for a newspaper. 4 A swimsuit is something .. you wear when you go swimming. *-* 5 A disco is a place you go to dance. 6 A hairbrush is something you use to brush your hair.
5$J>>
bill chips druggist faucet French fries gas main street vest pants stop lights parking lot subway public school trousers car park state school traffic lights underground waistcoat chemist chips crisps high street bank note petrol tap Check the passage to remind yourself which American English words in the box have different meanings in British English. 2 fc=sl Listen to a British person and an American talking about the words and check your answers to 1. 3 Put the words in 1 into categories of your choice. Use a dictionary to find out if there are any other British and American words which can go in each category.
-"
What's it called in English' Describing things when you don't know the word
VOCABULARY AND SPEAKING
LISTENING
1 Choose five or six of the words in the box and think of something you can describe with each one.
1 Look at the OD,< describe what r what shape t-^e
cloth cotton leather light oblong oval soft square
curved glass hard heavy high long low metal narrow nylon paper plastic round rubber short stone wide wood wool
cotton: a shirt oval: egg 2 Work in pairs. Tell your partner one of the things you chose. He/she must guess the word to describe it. A: Shirt. B: Cotton? A: That's right. 3 Work in pairs. Decide which questions the words in the vocabulary box go with. - What does it feel like? - What shape is it?
- What's it made of? - What size is it?
4 Look at some words you can use to describe something if you don't know the English word liquid machine powder scuff thing tool Think of things you can describe with these words toothpaste: stuff 5 Match the objects in the pictures with their names in the box below. wallet vacuum cleaner glue towel matches string sun-tan lotion soap tin opener sponge bag -sweater hairdryer camera window cleaner shoe polish wine glass pad of paper
58
Think of words to :ney're made of.
2 IQ Lisie-:: :^ ling five of the objects in the pictures, wrt» Aeydont know the English word for. Write the nane erf the object each speaker describes. Speaker 1 Speaker -i
Speaker 3
lesson 25
3 Read these descriptions of some more objects in the pictures. Decide which object each one describes. a b c d e f g h
It's a thing you wear to keep warm. It's for polishing shoes. It's a machine to dry your hair with, You use it to take pictures with, It's stuff to clean windows with, It's for carrying shopping in. It's for drinking wine out of. It's something to write on.
SOUNDS 1 Say these words aloud. Make sure you pronounce the underlined consonant groups carefully. practical transport newspaper cardboard toothpaste dishwasher calculator E^j| Now listen and check. 2 [03 Listen and notice the words the speaker links. 1 Is it heavy? 2 An egg is oval. 3 A fridge is cold inside.
FUNCTIONS Describing things when you don't know the word It's a thing you wear to keep warm. It's for polishing shoes. It's for carrying shopping in. It's a machinetodry your hair with You use it to take pictures with. It's stuff to clean windows with. It's for drinking wine out of. It's something to write on. You can use to + infinitive to describe the purpose of something. You use a cassette player to play cassettes. You can also use (to be) for + -ing to describe the purpose of something. A cassette player is for playing cassettes.
4 It's for opening tins. 5 It's something to write on. 6 To open, pull it out.
Now say the sentences aloud. SPEAKING 1 Work in pairs. There are several ways to refer to something if you don't know the English word. You can describe it, draw it or mime it. You can also point if you can see one. Look at the objects in the pictures. Which is the best way to refer to them? / think I would draw a wine glass. 2 Work in groups of three or four. You're going to play What's it called in English? Here are the rules.
1 Complete these sentences with in, out of, with and on. 1 2 3 4 5 6
A chair is a thing to sit.. ._ . A mug is for drinking . A frying pan is for cooking things A towel is for drying yourself . An oven is for cooking things . A plant pot is a thing for putting plants
What's it called in English? .
2 Look at the five pictures of objects which have not yet been described. Write sentences describing them using as many expressions from this lesson as possible. 3 Describe the purpose of these things. 1 2 3 4 5
a sleeping bag an envelope washing-up powder a dishwasher a fridge
6 7 8 9 10
a pen a knife a tea pot a telephone a typewriter
AIM: for one person in each group to refer to a word by describing it, drawing it, miming it or pointing to it. The first group to guess all the words is the winner. 1 One student from each group comes to the teacher who gives them a word. They must describe it, draw it, mirne it or point to it. They mustn't say the word! 2 The student who guesses the word correctly goes to the teacher and tells him/her what the word is. If it is correct, the teacher gives him/her another word. 3 The student acts out the word, and the game continues until a group has guessed all the words. The first group to finish is the winner.
59
Progress check
21-25
VOCABULARY
GRAMMAR
1 Write the verbs which come from these nouns. Underline the suffixes for each noun.
1 Write the past participles of these verbs.
government writing
employment election
education
information
reading
govern government Now write nouns which come from these verbs, using the suffixes you underlined. entertain refresh teach
greet
exhibit
connect manage
When you write new nouns in your Wordbank you may like to group them according to their suffix. Get is a common verb in spoken English. Here are some of its meanings. 1 2 3 4 5 6 7
get + past participle = become get + adjective = become get + object = fetch, obtain get + object = catch, take get + object = receive get + to + object = arrive in/at get + preposition has the idea of movement, sometimes with difficulty.
They've got married, I'm getting angry. Could I get you a drink? I get a train at 7.15. We got the news yesterday. 1 got to work at Sam.
We get up at 7.30. He got in through the window.
Look at these sentences and decide which meaning of get they show. Rewrite them replacing get with another verb. a b c d
It's getting dark. We got a call from her. The train gets to London at 6 o'clock. He got the tickets at the box office.
e The child got down from the table, f She gets worried very easily, g The bus to get is the number 39-
It's a good idea to note the different meanings of get as you come across them. 3 Look at the vocabulary boxes in Lessons 21 - 25 again. Choose words which are useful to you and group them under headings of your choice in your Wordbank.
be become break bring come do find get go have learn lose put read say sit sleep take think understand write Write short answers to these questions. Have you ever... 1 2 3 4 5 6 7
...visited the USA? ...learnt a musical instrument? ...been on TV? ...met a rock star? ...tasted English beer? ...eaten English cheese? ...heard Beethoven's Fifth Symphony? 8 ...written a letter to a newspaper? You haven't seen your friend Jenny for five years. Ask her questions using the words below.
1 2 3 4 5 6 7 8
find a new job get married stop smoking buy a motorcycle visit the USA write a book travel around Europe learn to cook
1 Have you found a new job?
Progress check 21-25
4 Here are Jenny's answers to the questions in 3. Write full answers.
1 Yes. 5 Yes.
2 No. 6 No.
3 Yes. 7 Yes.
4 No. 8 No.
1 Yes. She's found a new job. 5 Complete these sentences with the present perfect or the past simple form of the verb in brackets. 1 2 3 4 5 6 7 8
I never (drive) a car in my life. I (leave) my secondary school in 1989. We not (meet) before. My name's John. Where you (buy) your coat? What you (pay) for it? How long you (he) here now? Last Sunday I (get up) at eleven. You (see) the latest Harrison Ford film?
SOUNDS 1 Say these words aloud. surfing fireworks primary learnt economics lecture heard university chosen word Is the underlined sound jyj or /s/? Put the words in two columns. |^] Listen and check. 2 Say these words aloud. sport up awful walking summer bus sunny performance four
pub
Is the underlined sound /o:/ or /A/? Put the words in two columns. u31 Now listen and check.
6 Answer the questions. Use for and since in turn. How long have you... 1 2 3 4 5 6
SPEAKING AND WRITING
...been a student of English? ...lived in your home? ...known your best friend? ...liked your favourite food? ...been in class? ...had the clothes you're wearing?
7 Say what you use these things to do. 1 an umbrella 2 sunglasses 3 sticky tape
4 an overcoat 5 a saw 6 water
1 Look at these experiences. -
visit the Great Wall of China play tennis drive a Porsche cook dinner for six friends swim in a river see a play by Shakespeare write a diary read Time magazine
Think of two more experiences and add them to the list.
8 Say what these things are for. 1 a garage 2 a bath 3 a wardrobe
4 a toothbrush 5 a door handle 6 a kettle
2 Now find people in the class who have done the things in 1. Ask two extra questions about these experiences. Have you ever visited the Great Wall of China? Yes, I have. Really! When was that? In 1989, when I was twelve. What was it like? Fantastic! 3 Write a paragraph describing what you have learnt about the other students. Two people have visited the Great Wall of China. Paco went in 1989, when he was twelve...
T
Safety first Modal verbs; must for
5
obligation; mustn't for prohibition
SPEAKING Work in pairs and look at these safety instructions. Who do you think is speaking and where? 1 2 3 4 5 6 7 8
You 'You 'You You You You 'You You
must fasten your seat belt; mustn't lean out of the window.' must put out your cigarette.' mustn't leave them on their own.' must wear strong shoes.' mustn't play with matches.' must stay in your seat until we stop.' must wear a helmet.'
GRAMMAR Modal verbs Modal verbs: - have the same form for all persons - don't take the auxiliary do — take an infinitive without to. Must for obligation, mustn't for prohibition Must is a modal verb. You use must to talk about something you're obliged or strongly advised to do. You often use it when you talk about safety instructions. You must fasten your seat belt. You use mustn't to talk about something you aren't allowed to do or you're strongly advised not to do. You mustn't lean out of the window. For strong prohibition you use must never. You must never walk on the railway line. Must and have to have almost the same meaning. You usually use must when the obligation comes from one of the speakers. I usually forget her birthday. I must remember this year. The baby's asleep. You must be quiet. You usually use have to when the obligation comes from a third person. You often use it when you talk about rules. The government says you have to do military service. You have to show a cheque card when you pay by cheque.
1 Think of five or six things which will make your life safer and write sentences using must. I must stop smoking. I must mend the brakes on m\ 2 Complete these sentences with must or mustn't. 1 2 3 4 5 6
You eat less to lose weight. You wear a seat belt while the plane is taking oi You travel on a train without a ticket. You -- ride a bicyde on a motorway. You always lock your car. You drive at more than 55 km/h in town.
3 Think of other rules or safety instructions for these situations. - in a plane - in the street - on a boat - in the mountains - in the desert You mustn't smok
62
ring take-off and landing.
I READING VOCABULARY AND 1 Look at the drawings for a guide to railway safety. Match them with the rules below. 1 Do not ride a bicycle on a station platform. Do not use a skateboard there either. 2 Never, never, never stick your head out of a window of a moving train. 3 Do not throw anything out of the windows. 4 Never open a door before the train has stopped. 5 Never go onto a railway line or walk along it. 6 Never put anything on the railway line. 2 Work in pairs and say which drawing you like best 3 Rewrite the sentences in 1 saying what you mustn't do. 1 You rnustn Y ride a bicycle on a station platform.
SOUNDS 1 Say these words. . a /IDAS/ b /rriAst/ c /mAsn/ d /mAsnt/ E3 Listen to these sentences and decide if you hear a, b, c or d. 1 2 3 4
You must go now. You mustn't be late. Yes, you must. No, you mustn't.
5 6 7 8
You must visit us. We must have lunch. He mustn't say that. You mustn't eat much.
Now say the sentences aloud.
LISTENING 1 Match the words in the vocabulary box with the situations below. - on a motorway - in a train - at the border - in the street bicycle carriage customs drive duty-free fast first class guard lane pavement police officer ride second class speed ticket inspector traffic
2 Work in pairs and say what you have to or mustn't do in the situations in 1. 3 EJ Listen to three conversations and decide what each situation is. Choose from the situations in 1. 4 Work in pairs and say what the people in the conversations have to or mustn't do. He mustn 't drive so fast. EO3 Listen again and check.
^3 Listen to the way speaker B uses a strong stress and intonation to sound insistent. A A A A
I don't want to go to school. Must I really go? I'll be late. Well, I'm going to leave early.
B B B B
You must go. Yes, you must. You mustn't be late. No, you mustn't.
Now work in pairs and say the sentences aloud. Try to sound insistent.
5 Talk about rules or safety instructions you have at your language class or school. How many can you think of? You mustn't drop litter. You have to do your homeu-ork.
63
The Skylight Can, could (1) for ability
SPEAKING
LISTENING AND
SPEAKING 1 Find someone in the class who can: - swim a hundred metres - speak a foreign language (not English) - drive a car - stay awake all day - stay up all night
- write with their left hand - ride a bicycle - use a computer - cook - play a musical instrument
Can you swim a hundred metres? Yes, I can
No, I can !t.
2 Choose the last person you spoke to and find two things you can both do, and two things neither of you can do.
1 Work in pairs. You are going to hear a story in four parts, adapted from The Skylight by Penelope Mortimer. Here are some key words from the first part. What do you think the story is about? (The words are in the right order.) taxi woman five-year-old boy sleep house summer mountains hot afraid suitcases shutters doors closed locked
GRAMMAR Can, could (1) for ability Can is a modal verb. It has the same form for all persons and you don't use the auxiliary do in questions and negatives. You use can to express general ability, something you are able to do on most occasions. / can swim a hundred metres. Negative I can't ride a bicycle.
Questions Can you swim?
Short answers Yes, I can. No, I can't.
You can also use be able to to express general ability. It is more formal than can and is mostly used in the future or the past tense. You use could and couldn't or wasn't/weren't able to in the past to express general ability. When I was five, I could swim, but I couldn't write my own name. 1 Think about when you were five years old. Which things in Speaking activity 1 could you do? Write sentences. / could swim, but I couldn 7 cook. 2 Find out what other people could or couldn't do when they were five years old.
64
2 E^l Listen to part 1 of the story and check your answers tot. 3 Here are some questions about part 2 of the story. Try and guess the answers. JPhy didn't they go in the house? 2 What did she see on the roof? • did she get up there? she get through the skylight? Rlio climbed through the skylight? Fhat did she ask him to do hen he was in the house? 7 Did he do it? 4 LJ Listen to part 2 of the star) ;~d check your answers to :~e ^jestions in 3.
5 Here's part 3 of the story with some words and phrases missing. Can you guess what they are? It was now dark. She went down again and ran round the house, shouting his Something has happened to him, I must go for — . She ran to the road and when she saw the lights of a — , she waved her arms to it. She started to It was a long time before the three men understood. 'But how can we get in? We have no tools,' they said. • 'There's a back there. Will you take me?' They let her into the car. 'Turn It's back there on the left. There it is!' They turned off the . She got out of the car and ran to the front. A small woman in trousers opened the door. 'My dear, what's ?' 'You're English?' She told her the story. Another woman appeared. 'Yvonne,' Miss Jardine said, 'Get some tools, a hammer and an axe.' They all got into the . and went back to the They drove up the _ and stopped. She ran to the house, calling 'Johnny? Johnny?'
6 1^3 Listen to part 3 of the story and check your answers to 5. 7 Work in pairs. What do you think happens at the end of the story? 8 Before you listen to part 4 of the story, check you understand these words. axe hammer toys smash thumb Q Now listen to part 4 of the story and find out what happens. VOCABULARY 1 Here are some words from the story. Check you know what they mean. (You can use a dictionary.) Try to remember where they came in the story. hill sleep asleep narrow stones grass suitcase square skylight roof shutter door lock knock ladder lower climb shout hurry wave farm tools axe hammer toys smash thumb whisper
2 Can you think of categories to group the words? Think of other words which go with them.
65
Breaking the rules? Can, can't (2) for permission and prohibition
READING 1 Work in pairs. Look at the signs in the photos. Do you understand what they mean? Where do you think the signs are? Choose from these situations. -
in the street - in a bar in a park - in a shop in a church - in a cinema in a restaurant
2 Read Breaking the rules? and answer the questions with yes or no for your country.
These days there are rules everywhere we go and it's hard to obey them all. But what about the rules and customs we don't know about when we're visitors to a town or a country? Are you breaking the rules?
No Bicycles Please I You're waiting to cross the street at a pedestrian crossing. The lights are red for pedestrians, but there are no cars. Can you cross? i! You're in a large city park which has lots of trees and grass. It's a beautiful summer's day and the sun is shining. Can you TCI walk on the grass? 3 It's half past three on a Sunday afternoon, and you're thirsty. Can you buy a nice, cold glass of beer? 4 You're with some very young children and you'd like to have a drink in a bar. Can they go in with you? ) You're in a restaurant but you don't know what the food is like. Can you walk into the kitchen and have a look? ) You want to buy a postcard in the newsagent's or tobacconist's shop. Can you also get stamps there? r
You're in the cinema and you'd like a cigarette. There are no signs which say 'no smoking'. So can you smoke?
1 You're in a cafe and you'd like a drink. Can you get it at the bar and pay for it there? J You feel quite ill, but you don't have any medical insurance or much money. Can you make an appointment to see the doctor? You want to take the bus. Can you buy a single ticket before you get on?
lesson 28
SOUNDS 1 Work in pairs. Say these sentences aloud. 'Can I come in?' 'Yes, you can. You can sit down here.' 'Can I smoke?' 'You can't smoke in here but you can smoke outside.' Is the underlined sound Ae/, fa/ or /a:/ ? ^3 Listen and check.
RKNG
2 In American English it is sometimes difficult to hear the difference between can and can't. EH Listen and tick (/) the word you hear. 1 2 3 4
Can, can't (2) for permission and prohibition Can is a modal verb- It has the same form for all persons and you don't use the auxiliary do in questions and negatives. You use can + infinitive to talk about what you're allowed to do or what it is possible to do. You can cross when the light is green. You use can't to talk about what you're not allowed to do or what it is not possible to do. You can't cross when the light is red. Short answers Yes, you can. No, you can't.
Can't and mustn't mean the same. You mustn't drive a car if you 're only sixteen. You can't drive a car if you 're only sixteen. 1 Complete these sentences with can or can't and make true statements about your country. 1 2 3 4 5 6
You You You You You You
smoke. walk on the grass. cross now. go.
LISTENING
GRAMMAR
Questions Can you cross when the light is green? Can you cross when the light is reel?
You can/can't You can/can't You can/can't You can/can't
drive a car when you're sixteen. go into a bar when you're fourteen. get married when you're sixteen. wash your car on Sundays. visit the USA without a visa. get cheap housing.
2 Work in pairs and check your answers to the questions in Breaking the rules?. In my country you can't walk on the grass in parks.
1 i£il Listen to Jane, a British woman, answering the questions in Breaking the rules?. Put a tick (/) if the answer is yes and a cross (X) if the answer is no. 2 Work in pairs and check your answers. Are the rules and customs the same as in your country? EOJ Listen again and check.
VOCABULARY AND SPEAKING 1 Look at the words in the box. Which of the following things can you and can't you do in the situations? -
read a newspaper - wear shoes - wear a hat go swimming - sunbathe - watch TV go for a walk - cross the road ride a motorbike - wear jeans - listen to music smoke - eat - drink - go to sleep - talk sing - take your dog - feed the animals
escalator lift hotel bar petrol station church mosque hospital level crossing office shop beach mountain canal library stadium traffic lights pedestrian crossing park museum prison aeroplane bus train zoo
2 Talk about other rules or customs in your country. In my country, children can go into a bar but they can't drink alcohol.
67
Warning: flying is bad for your health Should and shouldn't for advice
READING
1 Look at the title of the passage. Why do you think flying maybe bad for your health? 2 Read Warning: flying is bad for your health and find out if it is safe for you to fly. 3 Write down the reasons why flying is bad for people's health.
Less oxygen, changes of pressure...
Flying is the safest way to travel... or is it? Some doctors think the aeroplane is a dangerous place, especially for the old or the unhealthy. Although the aeroplane is pressurised, there is less oxygen than on the ground. Anyone with heart disease or a lung problem notices the difference much sooner. Even healthy people find it difficult to concentrate after hours of breathing less oxygen than usual. So anyone who has had a heart attack should not fly for at least two weeks after the attack. After an operation, you should stay on the ground for at least ten days. Because of changes of pressure, pregnant women shouldn't take a flight lasting more than four hours after their thirty-fifth week or a shorter flight after 36 weeks. People with bad colds will probably get earache during take-off and landing. Even if you feel well when you get on the plane, you will possibly feel ill when you get off. Sitting on a plane for many hours - especially in economy class where there isn't very much leg room - gives everyone aches and pains, so you should take some exercise, especially on long flights. Most of the air you breathe is recycled so you will possibly catch a cold or flu from one of the other passengers. Flying also causes dehydration. If you drink or eat too much, you'll wake up feeling ill. Everyone needs to drink more in the air, but you shouldn't drink alcohol because it makes you even more thirsty. The most common problem is jet lag. But there isn't much you can do to prevent it. You should change to your new time zone as soon as possible and you shouldn't sleep if it's still daylight. Crowded airports, long queues and delays cause stress and high blood pressure. So, be careful! Flying is the safest way to travel, but is it the healthiest? Adapted from The Independent on Sunday
68
FOR Y0t
lesson
VOCABULARY
GRAMMAR Should and shouldn't for advice Should is a modal verb. It has the same form for all persons and you don't use the auxiliary do in questions and negatives. You use should + infinitive to give advice. You should take some exercise on long flights. You shouldn't drink alcohol. Questions Should 1 take some exercise? Should I drink alcohol?
Short answers Yes, you should. No, you shouldn't.
Should(n't) and ought(n't) to mean the same. You ought to take some exercise on long flights. You oughtn't to drink alcohol. 1 Give advice to these people. Use these words and phrases.
1 Work in pairs. Say what you should do if you are: - ill - sick
- sore - thirsty - tired
2 Look at the words and expressions in the box and write them under two headings: parts of the body and complaints. ache arm high blood pressure cold disease ear flu hangover head heart insect bite jet lag leg lung nose pain stomach sunstroke temperature throat Which words go together to make a complaint? headache...
see a doctor go to the dentist take some aspirin lie down take some exercise take some medicine
LISTENING
1 I've got a headache. 2 My arm hurts. 3 I've got toothache.
1 You are going to hear a doctor talk about what you should and shouldn't do to stay healthy when you travel. Match the complaints with the advice.
4 I've got a sore throat. 5 My legs are stiff. 6 I've got a temperature.
complaint 2 Look at the article again and give advice to people who travel by air. People with heart disease should be careful.
jet lag stomach upsets insect bites sunstroke
advice Drink lots of water. Don't spend all day in the sun. Take an insect repellent. Cover your arms and legs. Wear a hat. Drink only bottled or boiled water. Don't eat uncooked food. Try to stay awake.
2 E3 Listen to the doctor and check if you were right. 3 Try and remember any other advice the doctor gives. EOS Listen again and check.
SPEAKING Work in pairs. Talk about possible dangers to your health in your country. Think about the following and say what you should or shouldn't do to stay healthy. - the environment — the lifestyle
- the climate - dangerous sports
- animals
You shouldn't go skiing on your own when it's snowing heavily.
69
Doing things the right way Asking for permission; asking people to do things; offering
You're a guest in someone's home. You'd like a cigarette. What do you say? a 'Is it all right if I smoke?' b 'Would you like a cigarette?' c Nothing and light up. A friend suggests you have dinner together in a certain restaurant. At the end of the meal, the waiter brings the check. What do you say? a Til pay this.' b 'Shall we share this?' c Nothing. Your friend suggested dinner, and you expect him to pay. You're visiting a friend when the phone rings. What do you expect her to say to the caller? a It's great to hear from you. Hold on while I get a chair.' b 'Would you mind if I called you back? I've got a visitor here at the moment.' c Nothing. It's rude to pick up the phone when you've got guests. It's late and your neighbours are playing very loud music. What do you say to them? a Turn down the music!' b 'Could you turn the music down, please?' c Nothing. You call the police. You meet a Ms Esther Craig for the first time. You don't know how to address her. What do you say? a 'What do I call you?' b 'Can I call you Esther?' c 'Would you mind telling me what to call you?' You meet someone at a party and get on very well. As she leaves, she says, 'Nice meeting you. We must do lunch sometime.' What do you say to her? a 'Great! Shall we make a date?' b 'Would you mind giving me your phone number?' c That's a great idea. Bye!' You'd like your friend to lend you a book. What do you say? a 'Lend it to me, will you?' b 'It's much too expensive for me to buy.' c Would you mind lending it to me?' 70
8
You're at the information office at the railway station and you want to know some train times. What do you say? a 'When's the next train to New York?' b Tell me when the next train to New York is!' c 'I wonder if you could tell me when the next train to New York is.'
9
Your host serves you food you don't like. You eat it, but then the host offers you more. What do you say? a 'It was very nice, but no thank you. I've had enough.' b 'Yes, would you mind if I oniy had a little?' c 'No way. What was that, anyway?'
10 As you're leaving a shop the assistant says, 'Have a nice day!' What do you say? a Thank you. Same to you. Bye.' b 'Have a nice day yourself]' c 'No, thanks. I've made other arrangements.'
lesson
READING AND LISTENING
SOUNDS
1 Read the questionnaire Doing things the right way. What do you do or say in your country?
EO3 Listen to these sentences. Does the speaker sound rude or polite?
2 [^J] Listen to two Americans talking about the questionnaire and tick (/} their answers.
1 Is it all right if I smoke? 2 Could you turn the music down, please? 3 Would you mind if I called you back? 4 Would you mind telling me what to call you? 5 Would you mind giving me your phone number?
3 Work in pairs. Try to remember what the speakers said about each possible answer. ESS Listen again and check. 4 Compare your answers to the questionnaire with the speakers' answers. Do you do things the same way?
Now say the sentences aloud. Try to sound polite.
FUNCTIONS Asking for permission Can I smoke? Could I leave now? May I call you Esther? Is it all right if I smoke? Would you mind if I borrowed it?
Asking people to do things Can you speak louder, please? Could you help me? Could you tell me where the station is? I wonder if you could help me. Would you mind lending it to me?
Could is a little more formal than can. May is very formal. Agreeing Yes, of course. Yes, go ahead. By all means.
Refusing (I'm sorry,) I'm afraid I can't/'you can't. (I'm sorry,) I'm afraid not.
In response to Wouldyou mind...? No, of course not. No, go ahead.
(I'm sorry,) I'm afraid I do (mind).
VOCABULARY AND SPEAKING 1 Here are some new words from this lesson. Check you know what they mean. (You can use a dictionary.) Can you remember the sentence where you saw them? share hold on neighbour turn down get on with someone date phone number lend borrow rude polite formal informal manners
Offering Shall I do that? Ill do that, shall I?
Accepting That's very kind of you. Thank you.
Refusing No, it's all right, thank you. No, I'll do it.
Rewrite these questions using the phrase in brackets. 1 2 3 4 5
Can I leave early. (Would you mind...?) Can you help me? (Would you mind...?) Where's the station? (I wonder if...?) What's your phone number? (Could you tell me...?) Can I open the window? (Is it all right if...?)
2 Go round the class asking for permission to do things or asking people to do things. Be polite. 7s it all right if I open the window? Yes, of course.
1 Wouldyou mind if Heft early? 2 Write suitable responses to the questions in 2. 1 Agree. 2 Agree.
3 Refuse. 4 Agree. 5 Refuse.
1 Yes, of course.
71
Progress check
26-30
Look at the vocabulary boxes in Lessons 26 - 30 again. Choose words which are useful to you and group them under headings of your choice in your Wordbank. Then think of two or three words that you associate with each one.
VOCABULARY 1 Some adjectives and nouns often go together. For example: high temperature red light sore throat Match the adjectives in box A with the nouns in box B. Some adjectives can go with more than one noun. alcoholic bad duty-free first-class heavy high-speed narrow next-door steep cigarettes cold drink hill manners neighbour path suitcase ticket train Think of other nouns which the adjectives often go with, and other adjectives which the nouns often go with. 2 Look at these words and find out: - how many meanings they have - how many parts of speech they can be. head
complaint cold back neck ache
sore arm
3 Complete these sentences with the words in 2. There are some extra words. 1 2 3 4 5 6
He held the bottle by the . I'm very angry. I'd like to make a I'm tired. Let's go ___ home. I feel . Put the heating on. She was the of the department. My legs
4 Here are some strategies you can use when you are reading and you come across a word you don't understand. - Decide what part of speech the word is. - Decide if the word is important to the general sense of the passage. - Try and guess the general sense of the word. - Read on and confirm or revise your guess.
72
It is useful to learn new words by associating them with other words. For example: sunstroke- temperature, headache, tie down thirsty - drink, water, hungry
GRAMMAR 1 Complete these sentences with must or mustn't. 1 2 3 4 5 6 7 8
You You You __ You You You You You
wear a warm coat, because it's cold. be rude to your teacher. stand too close to the edge of the platform. be late for an important meeting. drive slowly, as I'm very nervous. make too much noise in a library. do your homework every day. feed the animals in the zoo.
2 Write sentences describing three things you must do in your English classes and three things you mustn't do. You must speak English. 3 Write five things you couldn't do when you were ten years old but you can do now. / couldn 't speak English, but I can now. 4 Say if you can or can't do these things when you fly. Can you... 1 2 3 4 5 6 7 8
...arrive at the airport just before the plane leaves? ...stand up during take-off? ...smoke during landing? ...have a drink during the flight? ...visit the pilot? ...listen to your personal stereo? ...use a mobile phone? ...buy a ticket at the airport?
1 No, you can't.
Progress check 26-30
Reply to these people and give advice. Use should(n't) and ought(n't) to in turn. 1 I feel so tired. 2 I don't get much exercise. 3 I stay in bed all day on Sundays. 4 I've hurt my leg playing football. 5 My wife doesn't understand me. 6 I need to learn English quickly. 7 I don't have many friends. 8 I spend twelve hours a day at work. 1 You should go to bed early tonight. Rewrite these sentences with can, should, have to or can't. 1 You aren't allowed to park a car on the pavement. 2 You are allowed to cross the road at traffic lights. 3 He ought to wear a tie. 4 You are obliged to pass your driving test. 5 You aren't allowed to drink and drive. 6 She ought to see a doctor. 7 Men are obliged to do military service in many countries. 8 You are allowed to go to nightclubs when you're sixteen. 1 You can't park a car on the pavement. Rewrite these requests more politely. 1 2 3 4 5 6 7 8
Turn it off! I want to smoke. Help! Where's the police station? I want to borrow your book. Lend it to me! What's the date? Speak up!
SOUNDS 1 Say these words aloud. wrote vote know boy only telephone home noise royal photo unemployment Is the underlined sound /gu/ or /oi/ ? Put the words in two columns. 0 Listen and check. 2 Say these words aloud. shoe station teacher pressure situation stranger
oxygen
passengers
temperature
Is the underlined sound /[/, AJ/or /dy? Put the words in three columns. ESI Listen and check. 3 Say these sentences aloud. Try to sound polite and friendly. 1 2 3 4 5 6
Could you turn down the music, please? Could you be quiet please? You must fasten your seat belt. I'm sorry, but you can't smoke in here. Can I come in? Where's the nearest bank?
IOH Listen and check. SPEAKING AND WRITING 1 Work in groups of two or three. Write some advice for foreign visitors to your country. Think about the following: - where to go - where not to go - what to see - what to do - what to wear - what to drink
- what to buy - what to eat
2 Write some rules for foreign visitors to your country. Think about the following. - what you must be careful of - what you mustn't bring into the country - what you must wear in certain places - what you mustn't photograph - what you must do when you enter someone's home - what you mustn't do in the streets
DORSET
ANY PKR&ON WTLTTOIY I7UC1U?
ANY WU5T OF TBI6COUNTY BRID WtLBBGI tCfcviCTlOW UAfitE TO •]
3 Compare your advice and rules with those of other groups. Choose the five most useful pieces of advice and the five most important rules.
73
My strangest dream V'
*^-^
Past continuous (1) for interrupted actions: when
4 Here are some extracts from the second part of the dream. (They are in the wrong order.) What do you think happens next in the dream? a b c d e f g h
"... and now she's going home.' | | ...waved to me like she does on television. Q It was Prince Philip. | | Suddenly the phone rang. Q 'Would you like a lift home?' | | ... my husband arrived home from work. | | '...I'll get the bus.' and we carried on talking just as if we were old friends... i Til be back at about five o'clock...' | | j 'Hello. Queen, pleased to meet you.' | |
5 |O3 Listen to the second part and number the extracts as you hear them. Did you guess correctly in 4?
GRAMMAR LISTENING AND SPEAKING 1 Work in pairs. You're going to hear an English woman talking about her strangest dream, which she called The day the Queen came to tea. First of all, think about these questions. -
How does the Queen of England usually travel? Do you think she does her own shopping? Do you think she ever visits people in their own homes? Does she ever do anything which is unexpected?
2 Look at the words below which come from the first part of the dream. What do you think it's about? (The words are in the right order.) sit fire knock front door surprised Queen cro\\ bag shops corne in front room shopping tired cup tea chocolate biscuits curtain material castle redecorate burn down 3 |^3] Listen to the first part of the dream and tick (/) the words as you hear them. Did you guess correctly in 2? 74
Past continuous (1) for interrupted actions: when You form the past continuous with was/were + present participle (verb + -ing). I was watching television. We were talking about the weather, You use the past continuous to talk about something that was in progress at a specific time in the past. What were you doing at nine o'clock yesterday morning? I was going to work. You also use the past continuous tense to talk about something that was in progress at the time something else happened or interrupted it. You join the two parts of the sentence with ichen. The verb in the when clause is usually in the past simple. / was watching television when there was a knock at the door. We were talking about the weather when the phone rang. Remember that you don't usually use these verbs in the continuous tenses: believe feel hear know like see smell sound taste think understand want
lesson
1 Join the two parts of the sentences from the dream with when. 1 2 3 4 5
I was sitting in front of the fire... I was getting the tea ready... She was looking for some curtains... She was finishing her tea... She was going down the garden path...
a my husband arrived home from work. b she stopped and waved. c she called out to me. d there was a knock at the door. e she saw this lovely material.
2 Work in pairs. Ask and say what you were doing at these times yesterday. 1 7.15am
2 8.35am
3 9.30am
4 1pm
5 5.15am
6 7.45pm
What were you doing at seven fifteen yesterday morning? 1 was getting up. What were you doing? I was having breakfast, 3 Choose the best verb. 1 2 3 4
I understood/was understanding what she said. She had/was having dinner when the phone rang/was ringing. It rained/was raining when he got/was getting into his car. He made/was making me a sandwich because I was hungry.
VOCABULARY AND WRITING 1 In the dream you heard there were a number of verbs followed by a preposition. Match the verbs and the prepositions you heard. Try to remember the sentence you heard them in. Verbs
be call come get go look pick put show stand turn wave Prepositions to on in in front of at for into out up Are there other verb + preposition combinations above? Choose four or five and use them in sentences.
2 The dream also included some two-word nouns (compound nouns) or an adjective and a noun combination. tea cup, front door How many combinations did you hear with these words? biscuit chocolate cup door front garden path room tea Are there any other combinations you can make with the words in the box?
3 You often use these words and expressions in stories. suddenly fortunately unfortunately finally to my surprise Complete the sentences with the words or expressions. 1 We had a wonderful holiday. we had to go back to work. 2 It was late at night and I was asleep. I heard a strange noise. 3 The guests stayed very late. they said goodbye and left. 4 There was a car accident no one was hurt. 5 I lost my wallet. someone found it and gave it back. 4 Rewrite the dream of The day the Queen came to tea. Use the words and extracts in Listening and speaking activities 2 and 4, and some of the words and expressions in 3 above. / was at home, watching television. Suddenly there was a knock at the front door. 5 Many dreams belong to one of the following common types. -
flying - taking a test meeting someone important missing a train or plane giving a speech in public
Have you ever had one of these types of dream? Can you remember your strangest dream? Talk or write about it, using the past simple and past continuous tenses and some of the words or expressions in 3.
75
Time travellers Past continuous (2): while and when
VOCABULARY AND READING 1 You're going to read a story called Time travellers. Here are some of the words from the story. Check you understand what they mean. What do you expect the story to be about? sightseeing grounds palace crowd favourite atmosphere strange shiver discover eighteenth century lose one's way cottage sculpture uneasy path evil angry disappear bridge lawn grass anniversary prison invade messenger warn guard 2 Read the story and find out why it's called Time travellers. 3 Work in pairs. What do you think happened to the two women? 4 Read the story again and decide where these sentences go. The sentences are in the order in which they appear in the story. a While they were visiting the Palace, one of the women had an idea, b While they were walking through the Palace grounds, the atmosphere suddenly changed, c While they were wondering which way to go, they saw a wooden hut under some trees. d While they were walking past, she stared at them in a very royal way. e While she was relaxing at the Petit Trianon, an angry crowd of people from Paris invaded the Palace.
GRAMMAR Past continuous (2): while and when You can use while + past continuous to talk about something that was in progress at the time something else happened or interrupted it. You need a comma at the end of the while clause. While they were visiting the Palace, one of the women had an idea. You can also put the white clause at the end of the sentence. You don't need a comma, One of the women had an idea while they were visiting the Palace. You can also use when in the past simple clause. They were visiting the Palace when one of the women had an idea. You use when + past simple to describe two things which happened one after the other. The second verb is often in the past simple. When the women got closer, they saw some people in eighteenth-century clothes. You can also say: The women saw some people in eighteenth-century clothes when they got closer.
76
1 Write full answers to these questions. 1 Who did they notice while they were walking to the Petit Trianon? 2 What happened while the evillooking man was staring at the two women? 3 Who did they see while they were crossing the lawn in front of the Petit Trianon. 2 Rewrite your answers in 1 using when + past simple. 3 Write full answers to these questions. 1 What did the two men do when they asked them the way? 2 How did Miss Jourdain feel when she saw the woman and the young girl? 3 What did they see when they crossed the bridge? 4 What did they do when the tour was over?
SPEAKING 1 Work in pairs. Would you like to travel in time? What time would you like to travel to? Talk about the people you'd like to meet and things you'd like to do. 2 Talk about your time travelling with the rest of your class. Find someone who'd like to travel with you. Decide who has got the strangest reasons for travelling.
ne hot August day in 1901, two young English women were sightseeing at the Palace of Versailles near Paris. It was extremely hot, and there were crowds of people. 'Why don't we walk to the Petit Trianon?' suggested Miss Anne Moberly. Her friend, Miss Eleanor Jourdain agreed. The Petit Trianon was one of Queen Marie-Antoinette's favourite places. Suddenly everything felt strange. The sun was still shining but Miss Moberly shivered. In the distance they noticed some people. But wh women got closer they saw people were wearing clothes from the eighteenth century, They went up to two men wearing long green coats and red three cornered hats, who were talking to each other. 'Excuse me, gentlemen, but we have lost our way. Could you tell us how to get to the Petit Trianon?' The men turned and looked at the two women in surprise. One of them said, 'Go straight down this path, madam,' and carried on talking. Down the path was a small cottagi While they were passin it, they looked in thro an open door. Inside was a woman and a Both were wearing eighteenth century clothes and were standing very still, like sculptures. Miss Jourdain felt uneasy because she knew she wasn't dreaming. They came to a point where the path branched left and right. An evil-looking man was sitting on the grass in front, staring angrily at the two women. Suddenly a second man ran up to them and called out to them, 'Don't go that way. Return to the house.' He looked over his shoulder and disappeared again.
The two women took the path the man suggested and crossed a little bridge. Beyond the trees, they could see the Petit Trianon. While they were crossing the lawn in front of the house, they saw a beautiful woman wearing a summer dress, sitting alone on the grass. They went up the steps onto the terrace and joined a group of tourists who were visiting the building. When the tour was over, they returned to Versailles for tea. While they were walking round the palace, neither lady talked about the strange event. Then a week later, Miss Jourdain suddenly said, 'Do you think the lady in the summer dress was Marie-Antoinette?' The day they were there was 10 August, the anniversary of the day in 1789 when Marie-Antoinette went to prison. Perhaps the man running to tell them to return to the house was a messenger who was coming to warn the Queen about the • danger. The two men • in green coats and red hats were probably members of the Swiss guard who looked after the Queen while she was staying at the Petit Trianon, and the woman and young girl were possibly the wife and daughter of one of the royal gardeners. And was the evillooking man the Count de Vaudreuil, who told the crowd where Marie-Antoinette was? On a second visit to Versailles, Miss Jourdain discovered that the wooden hut was no longer there, nor was the bridge, although old maps showed they were once there. So what really happened on that hot August day in 1901? Both Miss Jourdain and Miss Moberly believed that, somehow, they travelled back to the Court of Versailles in August 1789. Or was it just a dream caused by the heat of the day?
Is there a future for us? Expressions of quantity (2): too much/many, not enough, fewer, less and more
READING 1 Read /5 there a future for us? and underline anything you think is a good suggestion and correct anything you think is wrong.
2 Match the words from the passage in list A with their meanings in list B. A fumes muck up squashed tandem greedy B wanting more than it needs damage
Hat unpleasant smoke or gas bike with two seats
3 Which of these statements about the environment do you think Henrietta and Eryn agree with? 1 There's too much noise. 2 The air in the cities isn't clean enough. 3 There isn't enough farmland. 4 There aren't enough clean rivers. 5 We should use less fuel. 6 There are too many people. 7 The sea is too polluted. 8 We should give more money to poor people. 9 We should cut down fewer trees. 10 We should build more houses.
4 Put a tick (/) by the statements you agree with.
Is there a future for us? Henrietta (aged 8): The biggest problem with the environment is the ozone layer; there's a hole, and ifs getting bigger. It's made by cars and aeroplanes - things which give off fumes. There should be a law that you aren't allowed to go to schoo! by car because the fumes ;oup into the ozone layer and muck it up. Eryn (also aged 8): The ozone layer's like a piece of paper covering a rock. It's meant to protect us. I'm scared the hole will get bigger and move around the world and people will get cancer.! think about it sometimes in bed. That could happen in our time. We should stop using aerosols, because they get squashed and all the poisons come out. And we could use horses instead of cars. Henrietta; We could get tandems, and longer bikes, so children could ride on the back. Cars should be very, very ACID RAiw WHS expensive. I heard a woman on the radio saying she didn't care about the ozone layer because she wouldn't be alive, but it's our family who will die. Eryn: You a!so get bad pollution from burning down the rainforest. People should leave things alone if they don't own them. There should be fines for destroying the rainforest. And we should give money to poor people in Africa and places. Henrietta: We should spread out the people evenly. We could say, 'Put your hands up all those who want to live in Africa.' And then we could spread out the food. There's enough to go round. We could easily grow it. England's a very rich and greedy country. Eryn: We use up far more of the earth than people in Africa, so it's a good idea for the whole world to discuss the environment, but not prime ministers, because they always vote for their own side. The Queen should go instead. Adapted from The Independent on Sunday
lesson 33
GRAMMAR Expressions of quantity (2) Too much/many + noun There's too much noise. There are too many people.
2 Describe different regions of your country using the words in 1 and the words below. Too •*• adjective The sea is too polluted.
Not enough + noun Not + adjective + enough There isn't enough farmland. The air isn't clean enough. There aren't enough clean rivers. Fewer, less and more
You use fewer and more with countable nouns. In Britain there are fewer men than women. There are more women than men. You use less and more with uncountable nouns. There's more pollution these days. There's less clean air.
1 Complete these sentences with too, much, many and enough. 1 2 3 4 5 6
It's quiet for me in the countryside. There aren't ___ forests in the world. The centre of my country is flat. I prefer the mountains. There are too factories. It isn't peaceful. in the city. There's much pollution in the sea.
2 Give your opinion about these issues. Write sentences with fewer, less and more beginning We needcars
industry clean water
pollution factories farmland fields forests
We need fewer cars. 3 Work in pairs. Find out if your partner agrees with the statements in Reading activity 3. 4 Write sentences saying what you don't like about the environment near your home. There's too much noise.
VOCABULARY AND SPEAKING 1 Work in pairs and look at the words in the box below. Which adjectives and nouns go together? beach city cliff coast countryside desert factory farmland field flat forest hill hilly industrial industry- island jungle lake mountain mountainous noisy ocean peaceful poor quiet region rich river rural sea town village u quiet beach, a flat field
There's a desert in the centre of the country. It's quite rural in the north. 3 Work in pairs. In your opinion, where is the ideal place to live in your country? / think it's probably somewhere on the West coast, not far from the mountains. 4 Work in groups of three or four and talk about what will happen to our environment in the future. Think about the following: -
the population the sea the sea level the countryside towns the climate the air
Choose from these phrases: grow bigger grow smaller become dirtier become cleaner warm up cool down improve deteriorate rise fall get more crowded get more deserted The population will grow bigger. 5 Find five predictions about the environment which most people in the class agree with.
Which words in the box can you use to talk about your country? Can you think of other words to describe your country?
79
The Day of the Dead Present simple passive
The dead person is not usually seen when they return, but their spirit is felt by the family. After the festival, the food is given to the . community, and the gifts are arranged around a wooden frame which is decorated with coloured papers, flowers and fruit. The island of Janitzio is famous for its Day of the Dead celebrations, and has become a major tourist attraction. Just before midnight on 1 November, the lake which surrounds Janitzio is lit up by hundreds of torches. These show the route of the lanchas (small boats) which carry the families to the island. They go with their gifts to the cemetery where they will spend the night. The cemetery is crowded not only with family and friends, but with tourists, photographers and even film crews. But later in the
The Day of the Dead
night, the tourists leave, and the families remain until morning.. Through the night, attracted by the light of the candles and perfume of incense and flowers, the souls of the dead return once more to
It's the end of October, and Mexico is preparing to celebrate the Day of the Dead on 1 November. In cities throughout the country for several weeks-before the festival begins, street markets and shops are filled with symbols of death. It's the highlight of the year for all Mexicans: the day when dead spirits return to the land of the living. But there's nothing sad about this festival. It simply reflects the Indian belief that death is a natural part of life. November 1 is known as the feast of Ail Saints and All Souls. The Day of the Dead is called todos santos or dia de muertos by the Mexicans and the festival usually involves two days of'celebration on 31 October and 1 November. Mexicans believe that on the Day of the Dead the souls of dead relatives will return. The Indian festival became a Catholic one when the Spanish brought their religion to Mexico. A feast is prepared for the dead with their favourite food and drink, cigarettes, sweets and fruit. A special kind of bread, known as pan de muertos ('bread of the dead'} is baked, . traditionally by the men - either the head of the family or the closest relative of the dead person. Today, however, the pan de muertos is often bought in markets. A bowl of water and a cloth' is put on the table so that the spirits can wash their hands, and sometimes a favourite possession of the dead person is-left.
80
their families. Adapted from BBC World magazine
lesson
READING AND VOCABULARY 1 You are going to read about Mexico's Day of the Dead celebrations. Which of the words in the box do you expect to see? belief Buddhist candle Catholic celebration cemetery dead highlight mosque Muslim perfume saint soul symbol temple torch tourist
2 Rewrite these sentences in the passive. 1 2 3 4 5 6 7 8
They celebrate All Souls' Day on November 1. The Mexicans call it the Day of the Dead. They prepare a feast. They often buy the bread in markets. The family feels the spirit. They arrange the gifts around a wooden frame. Boats carry the families to the island. The lights of the candles attract the souls of the dead.
All Souls' Day is celebrated on November 1. 2 Read The Day of the Dead and decide what is the most surprising or interesting piece of information in the passage. 3 Work in pairs. Read the passage again. Decide what the photos show and write a caption for each one.
GRAMMAR Present simple passive You form the present simple passive with am/is/are + past participle. A splendid feast is prepared. Shops are filled with symbols of death. Questions What is November 1 catted? You use the passive when you are more interested in the object of the sentence or you don't know who or what does something. A bowl of water is put on the table. (You aren't interested in who put it there.) Shops are filled with symbols of death. (You don't know who filled the shops.) If you are more interested in the object, but you know who or what does something, you use by. A special kind of bread is baked by the men. If you are more interested in the subject, you use an active sentence. The men bake a special kind of bread.
Here are some answers to questions about the passage. Write the questions using the passive. 1 2 3 4
The Day of the Dead. A feast. A special kind of bread. A bowl of water and a cloth.
5 6 7 8
The dead person's spirit. The food. The gifts for the dead. The lake surrounding Janitzio.
3 Look at these pairs of active and passive sentences. In each pair, which do you think is the better sentence? 1 a They make Fiat cars in Italy, b Fiat cars are made in Italy. 2 a They sell Macdonalds hamburgers in many countries, b Macdonalds hamburgers are sold all over the world. 3 a My mother does a lot of cooking. b A lot of cooking is done by my mother. 4 a My brother writes poetry.. b Poetry is written by my brother. 5 a Coffee is drunk in most countries. b They drink coffee in most countries. 6 a Cats like warm beds. b Warm beds are liked by cats.
SPEAKING AND WRITING 1 Think about an important ritual or festival in your country. Make notes on: - what it's called - what preparations are made - what is drunk
- what is celebrated - what food is cooked - what gifts are given
2 Find someone in your class who has chosen a different ritual or festival. Ask questions about it and make notes, and answer questions about the one you chose. What is it called? The Palio. When does it take place? On two days in July and August. 3 Write a passage describing the ritual or festival your partner chose. The highlight of the year for people from Siena is called the Palio. It takes place on...
What is November 1 called ?
81
Mind your manners! Making comparisons (3): but, however, although
VOCABULARY AND READING 1 Look at the words in the vocabulary box. Group the words under these headings: things to eat, things on the table, things to cook with, parts of the body and things to say when eating or drinking.
1
What do you say at the start of a meal?
2
What rime do you have lunch and dinner?
3
How long does a typical lunch or dinner last?
4
5
Do you use a napkin? If so, where do you put it?
6
At which meals do you eat the following food? melon
7
bowl cheers chips chin cup dish elbow fork hand ice cream jam knife lap melon napkin neck pasta plate pot saucepan saucer sausage spoon steak table cloth teaspoon toast
Do you usually use a knife and fork? If so, which hands do you hold them in?
pasta
fish
steak
Where do you put your knife and fork when you have finished your meal?
8
Where do you put your hands when you're at the table but not eating?
9
Do you eat cake with a fork or a spoon?
10 What food do you often eat with your fingers at the dining table? 11 When do you usually drink coffee and tea?
things to eat: chips...
12
When can you smoke during a meal?
13 What do you say and do when someone raises their glass?
2 Work in pairs and check your answers. Think of two or three other words which you can add to each group. (You can use a dictionary if necessary.) 3 Read the questions in Mind your manners! and think about your answers. 4 Work in pairs and discuss your answers. In my family we have dinner at ten o'clock. 5 Tell the rest of the class what your answers are. Use these expressions. Both of us think that... Neither of us thinks that... I think ... but Elena thinks... 82
14 Do you have soup in the summer? 15 Do you eat salad in the winter?
lesson
LISTENING AND SPEAKING 1 Work in groups of three. You're going to hear Stephen, who is English, talking about table manners. Student A: Turn to Communication activity 6 on page 99. Student B: Turn to Communication activity 4 on page 98. Student C Turn to Communication activity 14 on page 100.
2 Now work together and talk about Stephen's answers to the questions in Mind your manners!
SOUNDS Ell Listen to the sentences in Grammar activity 1. Notice the stress and intonation of sentences with however and although. Now say the sentences aloud.
E3S Listen again and check. GRAMMAR Making comparisons (3): but, however, although You use but, however and although to make a comparison which focuses on a difference. You put but at the beginning of a sentence or to join two sentences. We drink coffee in the morning. But we don't drink it in the afternoon. We drink coffee in the morning but we don't drink it in the afternoon. You use although at the beginning of a subordinate clause. You need to separate the subordinate and the main clause with a comma. We usually have dinner at six, although some people have dinner later. You can put the subordinate clause at the beginning or at the end of the sentence. Although we usually have dinner at six, some people have dinner later. You use however at the beginning of a sentence. It is followed by a comma. We drink coffee in the morning. However, we don't drink it in the afternoon. Complete these sentences with but, however or although. 1 Many people have dinner quite early, we eat quite late, at about nine. 2 Most people have milk in their tea, I prefer lemon. 3 I hold my fork in my left hand to cut food, I change to rny right hand to eat. 4 I usually drink coffee in the morning, I sometimes have a cup after dinner. 5 We eat melon at the start of a meal. , some people have it at the end. 6 You don't usually smoke while you're eating. , it's OK to smoke after the meal. 2 Write sentences making comparisons between table customs in your family and Stephen's.
SPEAKING AND WRITING 1 Work in groups of three or four and write down three examples of table manners - two false and one true. You should always eat thick soup with a knife and fork. In a restaurant, you can attract the waiter's attention by whistling. After a meal, say goodbye and shake hands with all the other people. 2 Present your three examples of table manners to the rest of the class. Try to add as much information and context as possible. The rest of the class must guess which are the false ones.
Progress check VOCABULARY
GRAMMAR
1 Some verbs are followed by a particle (an adverb or a preposition). These are called multi-part verbs. lake out She took out a pen. listen to He's listening to the radio programme.
1 Join the two parts of the sentence with when.
Use your dictionary to find out how many multi-part verbs you can make with the verbs and the adverbs or prepositions below. Verbs come fall
look
pick stand take
Particles at away down
in off round
turn
throw
up
1 2 3 4 5 6
I/play tennis/hurt my leg. He/walk to work/see his friend. They/watch television/fall asleep. She/talk to me/start to cry. We/sit in garden/hear a loud noise. I/look for a pen/find some money.
7 I was playing tennis when I hurt
my leg. 2 Now complete these sentences with a suitable particle from the list above. 1 He took 2 I picked 3 She fell
his coat. my wallet. the stairs.
4 I threw the wrapping . 5 He turned and looked me. 6 She stood when we came
2 Rewrite the sentences in 1 using while. 1 While I was playing tennis, I hurt
my leg. 3 With some multi-part verbs, you can put the noun object after or before the particle. take out She took out a pen. She took a pen out.
put on He put on his hat. He put his hat on. But you must put the pronoun object between the verb and the particle. She took it out. He put it on. Rewrite these sentences, replacing the noun with a pronoun. 1 Don't throw the newspaper away. 2 He turned the radio down, 3 He took his hat off.
4 He washed the dishes up. 5 He gave up smoking. 6 I'll find out her name.
4 With other multi-part verbs you always put the object after the particle. listen to She's listening to the radio programme. She's listening to it. look at He looked at the old woman. He looked at her. Rewrite these sentences with pronouns. 1 She thought about John. 2 We voted for the socialists. 3 I waited for my mother.
4 He looked at the picture. 5 She listened to the radio. 6 We looked after their cat.
5 Look at the vocabulary boxes in Lessons 31 - 35 again. Choose words which are useful to you and write them in your Wordbank.
84
3 Write questions. 1 2 3 4 5 6
What/do/8arn yesterday? Who/talk to/last night? Wiry/work so hard/last week? What/talk about/this morning? Where/have dinner/last Sunday? Why/laugh/just now?
1 What were you doing at Sam yesterday? 4 Rewrite the sentences with too + adjective or not + (adjective) enough. 1 It's too noisy in here, (quiet) 2 It wasn-t dark enough to sleep, (light) 3 I was too cold, (warm) 4 The region is too industrial, (rural) 5 The hotel room was too dirty, (clean) 6 The jacket wasn't big enough, (small) 1 It isn 't quiet enough in here.
Progress check 31-35
5 Write correct answers to these sentences. 1 2 3 4 5 6
Is champagne made in Britain? Are shops closed during the weekend? Is leather used for making clothes? Is tea drunk at night? Are grapes eaten at breakfast? Is the housework done by men?
U3] Listen to the answers to Vocabulary activity 3. Notice how the speaker stresses the verb and the particle. 1 Don't throw it away. 2 He turned it down. 3 He took it off.
4 He washed them up. 5 He gave it up. 6 I'll find it out.
Now say the sentences aloud.
1 No, it's made in France, WRITING 6 Rewrite these sentences in the passive. Use by if necessary. 1 2 3 4 5 6
They drink a lot of tea in Britain. They eat a lot of meat in Argentina. The Spanish eat dinner at 10pm. You buy medicine at the chemist's. The dentist examines your teeth. You use newspapers for wrapping things.
1 A lot of tea is drunk in Britain. 7 Join these sentences about Catherine, an English woman, by rewriting them with although. 1 She likes coffee. She prefers tea. 2 She doesn't usually have time to eat in the mornings. At weekends she has a large breakfast. 3 She usually has a sandwich for lunch. She sometimes has a salad when she goes out with friends. 4 She doesn't smoke. She doesn't mind other people smoking in her home. 8 Rewrite the sentences in 7 with however. SOUNDS 1 Complete these words with v or w. - ait _ allet mo _ e _ isit _ ant _ ork sand _ ich dri _ e in __ ite _ omen _ ear shi _ er _ alk beha _ e ^3 Listen and check. Say the words aloud. 2 [E^j] Listen and tick (/) the word you hear. 1 ear hear 5 eight hate
2 air hair 3 eye high 4 at hat 6 eat heat 7 art heart 8 as has
Now say the words aloud.
1 Look at some rules for punctuation in English. You use commas: - to separate main and subordinate clauses. While they were waiting, it started to rain. - to separate signpost words and phrases, such as however, as a result, in fact, first, next, after that from the rest of the sentence. / like coffee. However, I prefer tea. Rewrite this passage with the correct punctuation. (You may like to look at Progress check Lessons 1 - 5, Reading and writing before you begin.) an english couple drove to paris for a holiday they found their
way to the hotel but couldnt find anywhere to park finally
they found a space but by now it was dark while they were trying to park a Parisian saw their british car and offered to help you have a meter behind you he shouted so the englishman moved
back a little the man shouted again you have a meter behind you the driver moved a little more the frenchman waved and shouted you have a meter behind you the englishman who was getting a little angry by now reversed the car rather quickly there was a crash the Parisian pointed at a post which was lying under the car i said you had a meter behind you
2 Read the story again and decide where these words can go. Some words can go in more than one position.
short back parking friendly loud
metal
3 Think of six more words which could go into the story and write them down. Now work in pairs. Show your words to your partner and ask him/her to decide where they can go in the story.
Lovely weather Might and may for possibility
READING 1 Read When's the best time to visit your country? and make a list of the best times to visit each country. 2 Work in pairs. Is your country mentioned? Do you agree on the best time to visit? If it isn't mentioned, say when the best time to visit is and add it to your list.
VOCABULARY 1 Look at the box and underline the words for seasons. Which of the other words in the box go with each season in your country?
i
Prague in winter and you'll ' beautiful the city is. There e snow and there are fewer Frantisek, Czech Republic
i autumn dry hurricane flood sun freezing storm humid rain changeable ice lightning wind mist spring snow frost summer fog thunder wet mild winter
winter: freezing, fog, ice Which words don't you use to talk about your weather? 2 Which of the nouns in the vocabulary box can you turn into adjectives? fog-foggy
'May or October is best because it's not too humid, although there may be a few showers.' Wang Wei,, Hong Kong 'We live in New England, so the best time is late August and September when the weather starts to get cooler and the leaves on the trees change colour.' Norman, USA 'July and August are fabulous. It might be quite cool but it'll be very pleasant. But don't come in the winter, it'll be dark all day and freezing cold.' Ingrid, Sweden 'We say the spring is the best time to visit us. But it may rain and there's quite a lot of wind, so you may miss the cherry blossom. Come in the autumn, the autumn leaves will be beautiful.' Reiko, Japan
ever had Christmas dinner "ome in December, and TOU won't see a cloud in the sky.' Karat, Australia let. it's very hot and humid although you might find i Mexico City because it's high up." Miguel, Mexico autumn are the best, the on the Aegean and in coasts, although it may entral Anatolia. You rain between May and Turke '11 find it a bit like not too hot. And it'll d cold in the winter. But it *i want to go. It's a mountainous.'
lesson
GRAMMAR
WRITING
Might and may for possibility Might and may are modal verbs. Remember that they have the same form for all persons and you don't use the auxiliary do hi questions and negatives. You can use might or might not + infinitive to talk about possible future events. // might rain tomorrow. There might not be much sun. You can also use may or may not. May is a little more sure than might. It may rain tomorrow. There may not be much sun. Remember you use will or won't to make predictions. It'll be dry and sunny tomorrow over the whole country. There won't be much wind.
1 Imagine you're talking to a friend who wants to visit your country. Give the following advice and explain why. Use because + might 1 bring an umbrella 2 wear warm clothes 3 bring your camera
4 get some sun-tan lotion 5 buy a good map 6 bring a swimsuit
1 Delphine wrote to her friend Benita asking for some advice. Read Delphine's letter and Benita's reply, and find the answers to these questions. a What type of accommodation might Delphine like? b What type of clothes should Delphine bring and why? c When might be the best time to come? d What might Delphine like to do? e What might the weather be like?
Oear Atiaet I'm thinking of coming to Britain. When's the best time to come? Thanke for your help! love, Pelphine
Dear Delphine,
You should bring an umbrella because it might rain. 2 Choose the correct form of the verb. 1 I'm going/I might go to Kenya next week. I've got my ticket. 2 I've booked/I may book into a hotel. I've got a room at the Ambassador. 3 I'm going /I might go to Lake Victoria or perhaps to the beach near Mombasa. 4 I won't/I might not spend more than a week on the coast, because I want to see the National Park. 5 I'm going/I might go on safari if there's room for me. 6 I'm coming/I might come home on the sixteenth. It's the day before I get married. 3 Say what the weather might or might not be like: - tomorrow - next month
- next week - in ten years' time
4 Think about next weekend. Say what you might or might not do if... 1 2 3
...it's raining ...it's snowing ...it's cold
4 ...it's sunny 5 ...you have work to do 6 ...you feel tired
1 I might stay at home and watch TV.
•n-'* usually quite warm,
•Ira '.% V? -k sir.; » ~su-" around the rest of the country. I hope
2 Number the questions in the order that Benita answers them. 3 Imagine an English friend wants to visit your country and has asked you when the best time is to visit. Make notes answering the questions in 1. Accommodation: stay in a bed and breakfast... 4 Write a letter to an English friend who wants to visit your country. Use the letter in 1 to help you and your notes. Make sure you answer the questions in full sentences, and in the order you numbered them in 2.
87
Help! First conditional
VOCABULARY AND SPEAKING 1 Look at the words in the box. Which can you use to describe the incident in the picture? accident electricity steal break victim kill button catch fire consulate dangerous passport shock ambulance wallet fire flood injured package gas ground floor gun bum mugger plug plug in press rescue drown driving licence bomb switch on switch off explode witness unplug burglar
Put the words in the box with the following incidents. Many can go with more than one situation. a b c d e
an emergency at home a road accident a bomb alert a mugging a flood
Check your answers with another student.
Look at these sentences. Decide in which incident you might hear them. Can you guess what the underlined pronouns refer to? 1 2 3 4 5 6 7 8
88
'If you touch tt, you'll get a shock.' 'If you don't give it back, Til call the police!' 'If jt doesn't stop rising, we won't be able to escape.' 'If you go to the consulate, they'll give you another one.' 'If you lose them, they'll replace them in a couple of days.' 'If you light a match, it'll cause an explosion.' 'If we call an ambulance, they'll take her to hospital.' 'If no one picks it up, I'll call the guard.'
GRAMMAR First conditional You use the first conditional to talk about a likely situation and to describe its result. You talk about the likely situation with ?/+ present simple. You describe the result with will or won't. You separate the two clauses with a comma. If you give it to me, I'U let you go. If you don't give it back, I'U call the police. If It doesn't stop rising, we won't be able to escape. You often use the first conditional for promises, threats or warnings.
1 Match the two parts of the sentences. 1 2 3 4 5 6 7 8
If you unplug the machine, If you give me the money, If we don't escape, If they give you another passport, If they replace your traveller's cheques, If there's an explosion, If she goes to hospital, If the guard thinks it's a bomb,
a ...there won't be any trouble when you leave the country. b ...you'll be able to carry on with your holiday, c ...I'll let you go. d ...we'll drown, e ...you won't get a shock. f ...they'll mend her broken leg. g ...he'll ask everyone to leave the train, h ...there'll be a lot of damage. 2 Complete the sentences. 1 2 3 4 5 6
If I have enough money next summer,... If I have time this week,... If my friends are doing nothing tonight,... If I work hard next week,... If I finish this book,... If I learn English....
lesson
SOUNDS 1 [jolgj] Listen and repeat these phrases. I'll I'll do that you'll you'll like it he'll he'll call you
she'll she'll show you we'll we'll love it they'll they'll learn it
2 [02 Listen and mark the words the speaker links. 1 2 3 4 5 6
If you touch that, it'll explode. If no one picks it up, I'll do it. If you don't stop eating, you'll be ill. If you don't let go, I'll scream. If you don't give it to me, I'll tell your uncle. If you ask her, she'll answer.
3 Work in pairs. Look at these extracts from the second part and try and guess what happens next. (The extracts are in the wrong order.) ...they had got some good news ...now it was me who was feeling sorry ...the young man wasn't Australian ...admitted he was guilty ...the bank clerk called the police ...was unemployed and had a family to look after ...a young man was trying to change some Australian money ...'I'm sorry, I'm really sorry.'
f~1 ' | j | Q f~| | | | | | |
Q Now listen to the second part of the story and number the extracts as you hear them.
Now say the sentences aloud. 4 Work in pairs. Predict the possible results of these situations. There may be more than one result. LISTENING AND SPEAKING 1 Q You're going to hear Kate, an Australian woman, describing an incident in three parts. Listen to the first part and decide what the incident is. Choose from the list in Vocabulary and speaking activity 2, 2 Work in pairs and check you understood what happened.
1 If the police let the man go,... 2 If the man gets a fine,... 3 If the magistrate sends the man to prison,... 5 Work in pairs. How do you think the story finishes? IS8 Listen to the third part and find out. Do you think Kate made the right decision?
6 Have you ever been involved in an incident like Kate? Tell your partner about it.
My perfect weekend Would for imaginary situations
Stephen a My lap-top computer. b My swimming trunks, because I love the sea. c Well, I'd like to take my dog, but I wouldn't be allowed to bring him back to England. So I'd go on my own. d Sit on the beach, have a good lunch and read a good book. e To a small town I know in France, by the sea. But I won't say where!
perfect weekend
f
Yes, 'The Kingdom by the Sea', by Paul Theroux.
g In a friend's house right by the beach. It's very quiet, a great place to relax. h The local wine, bread, cheese and those enormous tomatoes you can get there. i
The Prime Minister. He would only make me angry. By train. I wouldn't go by plane - I hate it.
We asked Stephen from Leeds, and Paula from Nottingham about their perfect weekend. Here are the questions and their answers. 1 Where would you go? 2 How would you travel?
Paula
3 Where would you stay?
a Good shoes. I expect to be on my feet most of the day.
4 Would you take a companion?
b At the Waldorf Hotel. It's quite an old-fashioned place, but the service is very good.
5 What essential piece of clothing or kit would you take?
c Go shopping, have something to eat... and then go shopping again.
What would you have to eat and drink? Would you take anything to read?
e Pastrami on rye, bagels, in fact anything from those amazing delicatessens they have in New York. Oh, and champagne, of course.
Who would be your least welcome guest?
f
What luxury would you take?
h By Concorde. More time for shopping!
10 What three things would you most iike to do?
90
d Probably not. Maybe I'd pick up a book at the airport, something by Jackie Collins.
New York. I love the place. The shops are just wonderful.
g My ex-husband. i
Yes, my best friend Shirley. We do everything together. She's the only person who likes shopping more than I do.
j
My credit cards. But they're more of a necessity, actually.
lesson
CABULARY AND SPEAKING ,ook at the words in the box. Are the things luxuries or lecess/t/es? assette recorder cat central heating champagne comb ompanion computer credit card dog insurance jewellery lovel orange juice pen religion rice salt seafood soap •wirnming trunks telephone washing machine water
SOUNDS Q| Listen to these sentences. Notice how you don't always hear the /d/ in 'd before a verb beginning with /t/ or /d/. 1 I'd take my friend. 4 She'd talk to her friends. 2 He'd do some work. 5 We'd drink champagne. 3 I'd tell you a story. 6 They'd travel by plane. Now say the sentences aloud.
Work in pairs and discuss your answers to 1. Now talk about other things that are necessities and luxuries for you. EADKNG Read My perfect weekend and match the questions with Stephen and Paula's answers. I Think about your answers to the questions. Would you do the same things as Stephen and Paula?
DAMMAR
1 EO3 Listen to six people answering a question about their perfect weekend. Put the number of the question they answer by the name of the speaker.
Alex
Q
Barbara Q
Alan
\^\l O
2 Work in pairs. Say what their answers were. Alex would drink coconut milk. HOD Listen again and check.
Would for imaginary situations Would is a modal verb. Remember that modal verbs have the same form for all persons and you don't use the auxiliary do in questions and negatives. You use would to talk about the consequence of an imaginary situation. You often use the contracted form 'd or wouldn't. Where would you go? I'd go to a small town in France, How would you travel? 1 wouldn't go by plane. Questions Would you take a companion? Would you take anything to read?
LISTENING
Short answers Yes, I would No, I wouldn't.
Here are some more answers from My perfect weekend. Write the questions. 1 2 3 4
'I'd play tennis and maybe go for a swim.' 'Gone with the Wind. I've seen it five times already.' 'Verdi's Requiem. It makes me cry.' 'Yes, I'd have dinner in a small restaurant in the countryside.' 5 "No, I don't like to read a newspaper when I'm on holiday 6 'Sunday night, or if possible. Monday morning.'
SPEAKING 1 Work in pairs. Ask and answer the questions about your perfect weekend. Ask for extra information about each question, using would. Where would you go? I'd go to my grandmother's house. Why would you like to go there? Because she would be pleased to see me. 2 Choose two or three of the people in your class and imagine how they would answer the questions. / think Marco might go to the beach. Yes, and he might go by motorbike. 3 Now ask the people you chose in 2 and find out if you guessed correctly.
Write your answers to the questions in My perfect weekend. Write full sentences.
91
Em
The umbrella man Second conditional
GRAMMAR
The u m b r e l l a man
Second conditional You use the second conditional to talk about an imaginary or unlikely situation and to describe its result. You talk about the imaginary or unlikely situation with if* past simple. You describe the result with would or wouldn't. If I had a lot of money, I would give some away. If a stranger asked me for money, I wouldn't give him any, You form the second conditional with if+ past tense, would + infinitive. You separate the two clauses with a comma. If I found some money in the street, I'd keep it. 1 Match the two parts of the sentences. 1 2 3 4 5 6
If I was extremely rich, If I won a free holiday, If I lost my wallet, If I spoke English fluently, If I changed my job, If I could live anywhere,
a h c d e f
I'd go to Jamaica, I'd give up my job. I'd live in New York. I'd go to the police, I'd get a better job. I'd be much happier.
2 Write sentences saying what you would do if... -
a stranger asked you for money you didn't have any money someone lied to you someone offered you an expensive gift
READING AND LISTENING 1 Work in pairs. You're going to read a story called The umbrella man by Roald Dahl. Here are some words from part 1. What do you think is going to happen? mother London dentist raining taxi passengers small man seventy umbrella suspicious help Now read part 1 and check.
92
favour
I'm going to tell you about a funny thing that happened to my mother and me yesterday evening. Yesterday afternoon, my mother took me to London to see the dentist. After that, we went to a cafe. When we came out of the cafe it was raining. 'We must get a taxi,' my mother said. Lots of them came by, but they all had passengers inside them. Just then a man came up to us. He was a small man and he was probably seventy or more. He said to my mother politely, 'Excuse me.' He was under an umbrella which he held high over his head. 'Yes?' my mother said, very cool and distant. 'I wonder if I could ask a small favour of you,' he said. 1 saw my mother looking at him suspiciously. She is a suspicious person, my mother. The little man was saying, 'I need some help.'
lesson
2 Work in pairs. What would you say and do in these circumstances? Would you be suspicious? 3 Work in pairs. Here are some phrases from part 2 of the story. Who do you think is speaking? What do you think is going to happen? Put the phrases in the right order. a h c d e f g h
'Why don't you walk home?' 'He's in some sort of trouble.' "Thank you, madam, thank you.' 'I've never forgotten it before,' 'I think I'd better just give you the taxi-fare.' 'I \vould never accept money from you like that!' 'I'm offering you this umbrella to protect you.' 'Are you asking me to give you money?'
E3 Now listen to part 2 of the story and check.
4 Work in pairs. Talk about what you would do in the circumstances if you were: - the narrator
- the narrator's mother
- the old man
What do you think happens next? Read part 3 of the story and find out.
'Come under here and keep dry, darling,' my mother said. 'Aren't we lucky! I've never had a silk umbrella before.' 'Why were you so unpleasant to him? 1 1 asked. 'I wanted to be sure he was a gentleman. I'm very pleased I was able to help him.' There he goes,' I said. 'Over there. He's crossing the street. He's in a hurry.' We watched the little man. When he reached the other side of the street, he turned left, walking very fast. 'He doesn't look very tired, does he, Mummy? He doesn't kx>k as if he's trying to get a taxi, either.' My mother was standing very still. 'He's up to something. Come with me.' We crossed the street together. It was raining very hard now, but we were under the silk umbrella. 'He said he was too tired to walk and now he's almost running.' 'He's disappeared!' I cried. 'Where's he gone?'
Work in pairs and answer these questions. 1 2 3 4
Where has the old man gone? Do you think they will see him again? How do you think the narrator and her mother feel? How do you think the story finishes?
VOCABULARY Here are some useful words and expressions from the story. Check you know what they mean. cafe dentist exchange excuse me expect favour gentleman happen pleased pound put on run silk stand still suspicious take out taxi trouble umbrella unpleasant Are there any other words or expressions you would like to add to this list?
WRITING 1 Think about the old man's behaviour. Why do you think he behaved like this? Write a sentence describing what happened from his point of view. Think about what happened before he met the narrator and her mother. // was a fine day when I went out, but soon it started raining, which was good, because I was feeling rather thirsty. 2 When you are ready, give your sentence to another student and you will receive an opening sentence from someone else. Read it, then write another sentence to continue the story, with as many details as possible. Change stories like this every time you write a sentence, until you finish the story. Write at least six sentences.
IQH Now listen to the last part of the story.
93
How unlucky can you get? Past perfect: after, when and because
GRAMMAR
VOCABULARY AND LISTENING 1 You are going to listen to a story about an unlucky traveller. Here are some words from the story. What do you think is going to happen? accident arrest break down capital cost crash exhaust pipe fall off guard journey mend musician nightmare pack police queue rusty set off spend
Now listen to the story. Did you guess correctly in 1? 3 Work in pairs. Look at these extracts from the story and number them in the correct order. l~1 He didn't have very much money left. ] He decided to go to Britain. ] He bought his ferry ticket. ] The police stopped him. l~1 He drove for a hundred miles. I 1 They let him through. 1 | He packed his bags and set off in his car. B3 Listen again and check.
94
Q He had to queue all day at the border. LH At Calais the car broke down. I! He drove all night through Hungary. [] He drove off the boat. I | In France he crashed the car. ] The exhaust pipe fell off. O The border guards looked carefully at his passport.
Past perfect: after, when and because You use the past perfect to talk about one past action that happened before another past action. You often use after, when and because, and you use the past simple for the second action. After he had decided to go to Britain, he packed His bags. When lie had packed his bags into his car, he set off. Because he had spent so much, he had very little money. You form the past perfect with had + past participle. The car's exhaust pipe had fallen offYou often use the contracted form 'd. He'd wanted to be a rock musician for years.
lesson 40
Look at these sentences and explain the difference between them. a He left the boat when he heard a loud noise. b He had left the boat when he heard a loud noise.
SPEAKING AND WRITING 1 Work in pairs. How do you think the story finishes?
Choose the best tense. 1 2 -3 4 5 6
The people at the border decided/had decided to leave their homes. He felt nervous but the guards let/had let him through. He entered the West and he drove/had driven across Southern Europe. At Calais the car broke down and it cost/had cost a lot of money to mend it. He spent/had spent most of his money by the time he got to England. He heard a loud noise. He saw that the exhaust pipe fell/had fallen off.
set off in his car.
Answer these questions using the past simple. 1 2 3 4
What did the man do after he'd packed his bags? What did he do after he'd driven all night through Hungary? What did he do after he'd entered the West? What happened after he had left the boat?
4 Answer these questions using the past perfect. Start your answer with the word in brackets. 1 2 3 4 5 6 i 8
When did he set off for Liverpool? (After...) Why did he decide to go to Britain? (Because...) When did he have to queue all day at the border? Why did he have to queue? (Because...) When did he have a crash ? (After...) Why did the car make more noise? (Because...) Why did he stop the car? (Because...) When did the police see him? (After...)
(After...)
SOUNDS IO1 Listen and tick {/) the sentences you hear. 1 2 3 4 5 6
He decided to go to Britain. He'd decided to go to Britain. He packed his bags. He'd packed his bags. He got to the Austrian border. He'd got to the Austrian border. He entered the West. He'd entered the West. He arrived in France. He'd arrived in France. He had very little money. He'd had very little money.
Now say the sentences aloud.
2 Rewrite the story joining the events in Vocabulary and listening activity 3 with after, when or because + past participle. After he'd decided to go to Britain, he packed his bags and
3 Turn to Communication activity 17 on page 100 to find out how the story finishes. Have you ever had an unlucky experience? Make a list of everything that happened, but don't write the events in the order they happened. - missed my bus - had an argument with my boss - got to work late -forgot my briefcase - went home Work in pairs. Show each other the list of events. Ask and say the order in which they happened. Did you miss your bus after you had forgotten your briefcase? Yes, I did. Take your partner's notes and write a paragraph describing what happened to him/her. Use the past perfect and after, when and because.
Progress check VOCABULARY
GRAMMAR
1 Look at these phrases with make and do.
1 Rewrite these sentences with might (not).
make do
make the bed make the coffee make a phone call make a mistake make a noise do well do harm do business do the washing up do the housework do your homework do the shopping
You can put many words and phrases with make and do. Make often suggests creating something, and do often suggests work, but there are many exceptions. Use your dictionary and find out if these words and phrases go with make or do. an appointment an arrangement a cake notes friends the cleaning damage your best the ironing a decision a cup of tea someone a favour 2 You use adverbs to describe verbs. You form an adverb by adding -ly to the adjective. peaceful - peacefully even- evenly appropriate- appropriately
1 It will possibly rain today. 2 It is possible that I will stay a week. 3 She possibly won't ring me tonight. 4 It is possible that the plane won't leave on time. 5 He will possibly arrive soon. 6 It will possibly be less noisy. 1 It might rain today. 2 Write six things you mayor may not do this weekend. 3 Make sentences with if. 1 2 3 4
leave now/catch your train stay in bed/feel better work hard/get a good job eat carrots/be able to see in the dark 5 go shopping/spend a lot of money 6 ride a bike/save energy
Adjectives ending in -y drop the -y and add -//y. noisy - noisily tidy- tidily Adjectives ending in -/e drop the -e and add -y. comfortable- comfortably sensible- sensibly The adverb of good is well. She speaks good Italian. She speaks Italian well. Fast, hard, late and early are both adjectives and averbs.
1 If you leave now, you 'II catch your train.
Make adverbs from these adjectives. cultural local slow quick heavy quiet expensive beautiful interesting formal fashionable tidy healthy nervous polite happy 3 Complete these sentences with an adverb from 2. 1 The rain fell very . 2 She was singing very 3 He dressed very .
4 He spoke rather . 5 It was raining so we drove very 6 We live , not far from here.
4 Look at the vocabulary boxes for Lessons 36 - 40 again. Choose words which are useful to you and write them in your Wordbank.
96
.
4 Write questions about your perfect day. 1 2 3 4 5 6
Where/go? What/do in the morning? Where/go in the afternoon? How/get there? What/do in the evening? When/go home?
1 Where would you go?
Progress check 36-40
5 Write answers to the questions in 4 about your perfect day. 6 Match the two parts of the sentences. 1 2 3 4 5 6
If you took the train, If he left now, If they bought a house in France, If I learned English, If you visited my parents, If we moved house,
a b c d e f
...they'd be pleased to see you. ...he'd be home by seven. ...we wouldn't be able to buy a new- car. ...we'd spend our holidays with them there. ...I'd go round the world. ...you'd get there in three hours.
1 If you took the train, you'd get there in three hours. 7 Write sentences saying what you would do if... 1 2 3 4 5 6
you found £50 in the street. someone asked you to lend them £-50. you spoke several languages. your car broke down on the motorway. you met an old friend on the way to work/school. you had an important exam to take.
8 Rewrite these sentences with the past simple or the past perfect form of the verbs in brackets. 1 After I (leave) the office, I (go) straight home. 2 When they (arrive) at the station, they (miss) the train. 3 She (walk) slowly because she (hurt) her ankle. 4 He (write) to me after he (have) the accident. 5 She (come) downstairs when she (change) her clothes. 6 She (be) late because she (get) lost. 9 Answer the questions with because or after and the words in brackets. 1 2 3 4 5 6
Why did he feel ill? (eat too much) When did she leave? (pay the bill) When did he buy the book? (read the reviews) When did she learn French? (learn English) Why did he get lost? (forget the way) When did she give the newspaper back? (read it)
1 Because he had eaten too much.
SOUNDS 1 Say these words aloud. Is the underlined sound /w/or/r/? Put the words in two columns. world return weeks religion wash relative water repair washing wrapping wear remind El Listen and check. 2 Say these words aloud. Is the underlined sound h:/ or /au/? Put the words in two columns. poor power law tower sour hour more rnoor roar saw bore flower sure pour four war Ga9 Listen and check.
3 Id Listen and underline the stressed words in this passage. A man from Leipzig in Germany, who had wanted to be a rock musician for many years, decided to go to England. When he had packed his bags into his old Trabant car, he set off for Liverpool, home of the Beatles, to make his name as a musician. 4 Write the stressed words on a separate piece of paper. Now turn to Communication activity 8 on page 99.
SPEAKING 1 Work in groups of two or three. In what situations would you...? -
ask someone how long they are going to stay tell a friend the truth if it would hurt them ask someone to leave tell someone a lie lose your temper with a friend ask someone to be quiet
2 Work in groups and discuss your answers to 1. Choose a situation which amuses, surprises or shocks you and write a dialogue. A: Hello, lovely to see you! When are you leaving? B: Well, if it's all right with you, I'll stay for about six months. A: What?Er, I mean, how nice...! 3 Act out your dialogues to the rest of the class.
97
Communication activities Lesson 35 Listening and speaking, activity 2
Listening and speaking, activity 1
Student A: !••! Listen and find out what Karen has for breakfast and what Pat has for lunch.
Student B: fj Listen and put a tick {/) by Stephen's answers to these questions.
When the recording stops, turn back to page 35.
- What time does he have lunch and dinner? midday and 5pm [ 12.30pm and 6pm Q 1pm and 7pm
^^ Listening and speaking, activity 1
- Does he use a napkin? If so, where does he put it? tucked under his chin Q tied round his neck Q on his lap
Student A: EO] Listen and find out what type of entertainment karaoke is, and what type of music they play. Find out where they perform tango and the reasons why people enjoy it.
- Where does he put his hands when he's at the table but not eating? on the table Q he puts his elbows on the table Q on his lap
When the recording stops, turn back to page 38.
- When does he usually drink coffee and tea? morning
afternoon
any time
coffee
tea ff
Progress check 16- 20 Speaking and writing
Student B: Dictate these sentences to Student A in turn. Write down the sentences Student A dictates. 1
- Does he have soup in the summer? often sometimes never When the recording stops, turn back to page 83.
_
2 So when a man finally got tickets he was surprised to find an empty seat between him and the next person, a woman dressed in black. 3 _ 4 The woman replied, 'Yes, we bought them some months ago but then my husband died.'
6 The woman said, 'Well, they're all at the funeral.'
Vocabulary and listening, activity 3 Group A: God Listen to Barry and find the answers to these questions. 1 2 3 4 5
When is Australia Day? What does the Melbourne Cup celebrate? In what month is the Melbourne Cup? What do people do before the race? Who takes the day off work?
When the recording stops, check you have all got the same answers. Then turn back to page 54.
98
•
Communication activities
ft Listening and speaking, activity 1
Progress check 36 - 40 Sounds, activity 4
Student A: t=-j Listen and put a tick (/} by Stephen's answers to these questions.
Without looking at the passage, write it out in full. Use the stressed words to help you.
- What does he say at the start of a meal? "Enjoy your meal!' Q 'Cheers!' [
Now look back at the passage and check your version. nothing [
- Does he usually use a knife and fork? If so, which hands does he hold them in? fork in the left hand, knife in the right Q he cuts with the fork in his left hand and the knife in his right, then puts the fork in his right hand to eat Q he doesn't use a knife, he holds the fork in
his left hand Q - Where does he put his knife and fork when he has Finished a meal? together in the centre of the plate, with the handles pointing towards him [ together on the plate, slightly sideways | | on the plate in a V-shape Q - What food does he often eat with his fingers at the dining table? chicken [ ] bread Q cheese Q cake Q chocolate [ fruit Q pie Q lettuce Q chips - What does he say when someone raises their glass? 'Cheers!' [_ 'Health!' Q nothing Q When the recording stops, turn back to page 83.
Reading, activity 3 Mostly 'a' You're extremely ambitious. You're never satisfied with your life and you're always trying to improve things. Try to relax and take things easy! Mostly 'b' You're fairly ambitious. You are very aware that life has much to offer, but you don't feel you can achieve very much. Keep trying but don't make yourself unhappy. Mostly 'c' You're so unambitious, you don't even know the meaning of the word. Look it up in a dictionary, if you can be bothered.
PTjl Progress check 6- 10 Writing, activity 2 Read the passage and complete your version of the story.
Speaking, activity 2 Student Ap Give Student B directions from places in column 1 to places in column 2. Tell them where you start from but not where you're going to.
1 Trinity College the Custom House the Irish Parliament
2 Abbey Theatre the Bank of Ireland Pearse Station
Change round when you're ready.
The least successful annual conference was In 1985 when the Association of British Travel Agents went to Sorrento. The flight from Gatwick Airport to Naples was delayed because of fog. Many people were ill because of something they ate. The organisers asked the Minister of Development to give a speech to the delegates in the forum at Pompeii, so a local travel agent decided to drop 3,500 roses as a gesture of friendship. As the Minister began his speech, a plane flew low over the audience and dropped the roses, but the flowers landed outside the forum. No one heard the speech because the engine noise was so loud. Minutes later It returned with some more roses, and missed again. Five times it passed over Pompeii, and each time the roses landed on Mount Vesuvius. The last time it flew over the delegates so low that it forced them to lie on the ground. Adapted from The return of heroic failures, by Stephen Pile
99
Communication activities
Lesson 16
fft
Listening and speaking, activity 1
Lesson 14 Speaking, activity 2
Student C: Q Listen and find out who performs karaoke. Find out what type of entertainment tango is and what type of music they play.
Student B: Give Student A directions from places in column 1 to places in column 2. Tell them where you start from but not where you're going to.
When the recording stops, turn back to page 38. St Stephen's Green Merrion Square Lower Baggott Street ^^
the National Library the Custom House Trinity College
Change round when you're ready.
Listening and speaking, activity 2
Student B: 151 Listen and find out what Karen has for lunch and what Pat has for dinner. na progress check 16-20 Speaking and writing
When the recording stops, turn back to page 35.
Student A: Dictate these sentences to Student B in turn. Write down the sentences Student B dictates. 1 The Phantom of the Opera was one of London's most popular musicals and it was difficult to reserve seats.
Vocabulary, activity 2 The words you chose to describe the first person show the kind of person you'd like to be. The words you chose for the second person show how you think other people see you. The words you use to describe the third person show the real you, your true character!
2
3 He said, 'It took me a long time to get tickets for this show.' 4
5 The man said, Tm so sorry. But why didn't you ask a . friend or a relative to come with you?' 6 '.
Lesson 35 Listening and speaking, activity 1 Student C: E9 Listen and put a tick (/) by Stephen's answers to these questions. - How long does a typical lunch or dinner last? 15 minutes HD 30 minutes Q 45 minutes Q - At which meals does he eat the following food? melon
pasta
fish
steak
breakfast lunch or dinner - Does he eat cake with a fork or a spoon? fork Q spoon [~j fork or spoon Q
neither Q
- When can he smoke during a meal? before, during and after Q before and after Q never Q - Does he eat salad in the winter? often \~\s | | never [~] When the recording stops, turn back to page 83.
100
Lesson 40 Speaking and writing, activity 3 The police stopped him and asked him where he had come from and what was wrong with the car. Unfortunately/ he had learnt his English from Beatles songs/ so he couldn't understand the police. The police couldn't understand him either/ and when they discovered that he had no money/ they arrested him and sent him back to Germany. You can still see the rusty Trabant in the bushes/ next to the M25.
Communication activities
Vocabulary and listening, activity 3
Listening and speaking, activity 1
Group B: Qj Listen to Barry and find the answers to these questions.
Student B: G3 Listen and find out where they perform karaoke and the reasons why people enjoy it. Find out who performs tango.
1 What does Australia Day celebrate? 2 On what day of the week is the Melbourne Cup and at what time of day? 3 How old is the race? 4 How long does it last? 5 Who is interested in the race?
When the recording stops, turn back to page 38.
ffil
Lesson 15 Listening and speaking, activity 2
When the recording stops, check you have all got the same answers. Then turn back to page 54.
Student C J^| Listen and find out what Pat has for breakfast and what Karen has for dinner. When the recording stops, turn back to page 35.
• -•
Caracas .
Lesson 13 Listening, activity 2
GUYANA SURINAM
VENEZUELA
FRENCH GUI ANA Bogota
COLOMBIA Quito Amazon
EQUADOR Recife
BRAZIL Lima \u Picchu LaPaz BOLIVIA : CHILE
Rio de Janeiro , * Sao Paulo
PARAGUAY
Asuncion*
fendoza •B"
Belo Homonte
Cordoba
Valparaiso^ i"l» "1 Santiago^]
URUGUAY
ARGENTINA
Montevideo
Bahia Blanca
101
Grammar review Present simple
CONTENTS Present simple
102
Present continuous
103
Form You use the contracted form in spoken and informal written English.
Past simple
104
Future simple (will)
104
Be
Present perfect simple
105
Past continuous
106
Affirmative I'm (I am)
Negative I'm not (am not)
Past perfect
106
Verb patterns
106
Going to
107
you we "re (arc) they
you we aren't (are not) they
Would like to
107
Modal verbs
107
Conditionals
108
Present simple passive
108
Have got
108
Questions
109
Defining relative clauses
109
Articles
109
Plurals
109
Possessives
109
Expressions of quantity
109
Making comparisons
110
So, because
111
Prepositions of place
111
Prepositions of time and place
111
Adverbs of frequency
111
Pronunciation guide
111
Irregular verbs
112
102
he
he
she 's (is)
she isn't (is not)
it
it
Questions
Short answers Yes, I am.
Am I?
No. I'm not.
Are yoii/we/they?
Yes, you/we/they are. No, you/we/they're not.
Is he/she/it?
Yes, he/she/it is. No, he/she/it isn't.
Have Affirmative I you have we they
Negative I you haven't (have not) we they
he she has it
heshe hasn't (has not) it
Questions I lave I/you/we/they?
Short answers Yes, I/you/we/they have. No, I/you/we/they haven't.
Has he/she/it?
Yes, he/she/it has. No, he/she/it hasn't.
Grammar review
Present continuous
Regular verbs Affirmative you work
Negative I you don't (do not) work
we
we
they
they
I
he
he
.she works it
she doesn't (does not) work
Questions Do I/you/we/they work?
Short answers Yes, I/you/we/they do. No, I/you/we/they don't.
Does he/ she/it work?
it
Yes, he/she/it does. No, he/she/it doesn't.
Form You form the present continuous with be + present participle (-ing). You use the contracted form in spoken and informal written English. Affirmative I'm (am) working
Negative I'm not (am not) working
you we 're (are) working they
you
he she 's (is) working it
we aren't (are not) working they he
she it
isn't (is not) working
Questions Question words with is/are What's your name''1 Where are your parents? Question words with does/do What do you do? Where does he live?
Short answers Yes, I am. No, I'm not. Are you/we/they working? Yes, you/we/they are. No, you/we/they aren't. Am I working?
Is he/she/it working?
Yes, he/she/it is. No, he/she/it isn't.
Present simple: third person singular (See Lesson 2)
Question words What are you doing?
You add -s to most verbs. takes, gets
Present participle (-ing) endings
You add -es to do, go and verbs ending in -ch, -ss, -sh and -x. goes, does, watches, finishes You add -tes to verbs ending in -y. carries, tries
Use You use the present simple; • to talk about customs and habits. (See Lesson 1) In my country men go to restaurants on their own. • to talk about routine activities. (See Lesson 2) He gets up at 6.30.
Why are you laughing?
You form the present participle of most verbs by adding -ing. go-going, visit- visiting You add -ing to verbs ending in -e. make- making, have- having You double the final consonant of verbs of one syllable ending in a vowel and a consonant, and add -ing. gel - getting, shop - shopping You add -ing to verbs ending in a vowel and -y or -w. draw- drawing, play - playing
• to talk about a habit. (See Lesson 5) He smokes twenty cigarettes a day.
You don't usually use these verbs in the continuous form. believe feel hear know like see smell sound taste think understand want
• to talk about a personal characteristic. (See Lesson 5) She plays the piano.
Use
• to talk about a general truth. (See Lesson 5) You change money in a hank.
You use the present continuous to say what is happening now or around now. There is an idea that the action or state is temporary. (See Lesson 5) It's raining. I'm learning English.
103
Grammar review
Past simple Form You use the contracted form in spoken and informal written English, Be
Affirmative
Negative
I
I
he
was
he
Irregular verbs There are many verbs which have an irregular past simple. For a list of the irregular verbs which appear in Reward Pre-iiitermediate. see page 112.
wasn't (was not )
it
she it
you
you
we were they
we weren't (were not) the\
she
You add -ed to verbs ending in a vowel + -y. play-played, annoy- annoyed
Pronunciation of past simple endings III finished, liked, walked /d/ continued, lived, stayed /id/ decided, started, visited Expressions of past time (See Lesson S)
Affirmative
Negative
I you we
I you we
they had he" she
they didn't (did not) have he' she it
Use You use the past simple;
Negative I
Future simple (will)
you
Form You form the future simple with will + infinitive. You use the contracted form in spoken and informal written English,
it
Regular verbs Affirmative I you we they worked he she
ir Questions Did I/ you/ we/they work? he/she/it
we they didn't work he she it
Short answers Yes. I/you/ we/they did. he/she/it No, I/you/we/they didn't, he/she/it
Question words What did you do? Why did you leaver
yesterday, the day before yesterday, last weekend, last night, last month, last year
• to talk about a past action or event that is finished. (See Lessons 6, 7 and 8) We walked towards each other.
we
they 'II (will) work he" she it
Questions Will I/you/we/they work? he/she/it/
Past simple endings You add -ed to most regular verbs, walk- walked, watch- watched You add -(/to verbs ending in -e. close- closed, continue- continued You double the consonant and add -ed to verbs ending in a vowel and a consonant. stop - stopped, plan - planned You drop the -y and add -ied to verbs ending in -y. study - studied, try - tried 104
Negative I you you they won't (will not) work he she it
Affirmative I you
Question words What will yon do?
Short answers Yes. I/you/we/they will, he/she/it/ No, I/you/we/they won't. he/she/it/
Where will yon go?
Grammar review
Expressions of future time
Been and gone
tomorrow, tomorrow morning, tomorrow afternoon, ;/c.v/ week, next month, next year, in two days, in three months, in five years
He's been to America = He's been there and he's back here now. He's gone to A mericci = He's still there.
Use You use the future simple:
Use You use the present perfect:
• to make a prediction or express an opinion about the future. (See Lesson 12) I think most people will need English for their jobs.
• to talk about past experiences. Yon often use it with erer and never. (See Lesson 21)
• to talk about decisions you make at the moment of speaking. (See Lesson 13) I'll give you the money right now. • to talk about tilings you are not sure will happen with probably and perhaps. (See Lesson 13) He'll probably spend three weeks there. Perhaps he'll stay two days in Rio. • to offer to do .something. (See Lessons 13 and 30) OK, I'll hay some food.
Present perfect simple Form You form the present perfect with has/have + past participle. You use the contracted form in spoken and informal written I n;j[]--h.
they
Negative 1 you haven't (have not) worked we they
he
he
she 's (has) worked
she hasn't (has not) worked
ii
il
Affirmative I
you '\ (have) worked we
Questions Short answers Have I/you/we/they worked? Yes. I you we. they have. No, I/you/we/they haven't. Has he/she/it worked? Yes, he/she/it have. No. he/she,'it hasn't.
Have you ever stayed in hospital''' I've had food poisoning several times. I've never broken my leg. • to talk about a past action which has a result in the present. It is not important when the action happened. You often use it to describe changes. (See Lesson 22) She's got married. I've moved to a new flat. Have yon found a new job'-' You often use just to emphasise that something has happened very recently. She's just had a baby. • to talk about an action or state which began in the past and continues to the present. You use ./or to talk about the length of time. (See Lesson 23) I've been here for two hours. You use since to say when the action or state began. I've been here since 8 o'clock, 8 o'clock
Now - 10 o'clock
I arrived.
I tnn still here.
Remember that if you ask for and give more information about these experiences, actions or states, such as when, how, why and how long, you use the past simple. When did you stay in hospital? In 1975. How long did you stay there''' A week.
Past participles All regular and some irregular verbs have past participles which are the same as their past simple form. Regular: more- moved, finish - finished, visit- visited Irregular: leave- left, find-found, buy- bought Some irregular verbs have past participles which are not the same as the past simple form. go- went - gone be- was/were- been drink- drank- drunk ring- rang- rung For a list of the past participles of the irregular verbs which appear in Reward Pre-intermediate, see page 112. 10.5
Grammar review
Past continuous
Past perfect
Form You form the past continuous with was/were + present participle. You use the contracted form in spoken and informal written English.
Form You form the past perfect with had + past participle. You use the contracted form in spoken and informal written English.
Affirmative I he was working she it
Negative I he wasn't (was not) working she it
you we were working they
you we weren't (were not) working they
Questions Was I/he/she/it working?
Short answers Yes, I/he/she/it was. No, I/he/she/it wasn't.
Affirmative I you we they 'd (had) worked he she it
Negative I
you we
they hadn't (had not) worked he she it
Questions
Had I/you/we/they worked? he/she/it/
Were you/we/they working? Yes, you/we/they were. No, you/we/they weren't. You don't usually use these verbs in the continuous form. believe feel hear know like see smell sound taste think understand want
Use You use the past continuous; • to talk about something that was in progress at a specific time in the past. (See Lesson 3D What were you doing at nine o'clock yesterday morning? I was going to work. 8.30am / left home. —
9am
9.30am 1 arrived at work.
to talk about something that was in progress at the time something else happened or interrupted it. You join the parts of the sentences with when and while. The verb in the when clause is usually in the past simple. (See Lessons 31 and 32) / was watching television when there was a knock at the door. The verb in the while clause is usually in the past continuous. While they were visiting the Palace, one of the women had an idea. Remember that you use when + past simple to describe two things which happened one after the other. When the two women got closer, they saw some people in eighteenth-century clothes.
Short answers Yes, I/you/we/they had. he/she/it/ No, I/you/we/they iadn'1. he/she/it/
Use You use the past perfect: • to talk about one past action that happened before another past action. You often use after, when and because, and you use the past simple for the second action, (See Lesson 40) After he had decided to go to Britain, he packed fiis bags. Earlier past He decided logo to Britain.
Past Now He packed his bags.
When he had packed his bags into his car, he set off. Because he had spent so much, he had very little money.
Verb patterns There are several possible patterns after certain verbs which involve -ing form verbs and infinitive constructions with or without to. t -ing form verbs You can put an -ing form verb after certain verbs. (See Lesson 4) / love walking. She likes swimming. They hate lying on a beach. Remember that would like to do something refers to an activity at a specific time in the future. I'd like to go to the cinema next Saturday. Try not to confuse it with like doing something which refers to an activity you enjoy all the time. ! like going to the cinema. I go most weekends.
106
Grammar review
Use You use an -ing form verb:
• don't take the auxiliary do in questions and negatives. Can you drive? You mustn 7 lean out of the window.
• to describe the purpose of something after to be3 for. (See Lesson 25) A cassette player is for playing cassettes.
• take an infinitve without to. I can type. You should see a doctor.
• to ask people to do things after would you mind. (See Lesson 30) Would you mind lending it to me?
You use can-.
7b + infinitive
• to say what you're allowed to do or what it is possible to do. (See Lesson 28) You can cross when the light is green.
You am put to + infinitive after many verbs. Here are some of them: ag ree dec ide go have hope lea n i lea i '
Use • to express general ability, something you are able to do on most occasions. (See Lesson 27) / can swim a hundred metres.
• to ask for permission. (See Lesson 30) Can I smoke?
Use You use to + infinitive:
• to ask people to do things. (See Lesson 30) Can you speak louder, please?
• v- iih (be) going to and would like to. (See below)
Can is a little less formal than could.
• to describe the purpose of something. (See Lesson 25)
You use can't:
You use a cassette player to play cassettes.
• to say what you're not allowed to do or what it is not possible to do. (See Lesson 28) You can't cross when the light is red.
Going to
You can also use mustn't. (See Lesson 26) You mustn't cross when the light is red.
You use (be) going to: • to talk about future intentions or plans. (See Lessons 11 and 25) I'm going to be a doctor. (I'm studying medicine.) • to talk about things which are arranged and sure to happen with (be) going to. (See Lesson 13) I'm going to visit South America. I've got my ticket. You often use the present continuous and not going to with come and go. Are you coming tonight? NO 1 ' Are you gomg to He 's going to South America, ,VO T ffe's-gctmg-to go to So-nth America.
Would like to • to talk about ambitions, hopes or preferences. (See Lesson 11) I'd like to speak English fluently .
• have the same form for all persons. / must leave. He must be quiet.
• to ask for permission. (See Lesson 30) Could I leave now? • to ask people to do things. (See Lesson 30) Could you help me? Could is a little more formal than can. You use may:
• to ask for permission. (See Lesson 30) May I call you Esther?
May has almost the same meaning as might. You use mght: • to talk about possible future events. (See Lesson 36) // might rain tomorrow. You don't usually use might in questions.
Modal verbs
Form Modal verbs:
• to express general ability in the past. (See Lesson 27) When I was five, I could swim but I couldn 't write my own name.
• to talk about possible future events. (See Lesson 36) // may rain tomorrow.
You use would like to:
The following verbs are modal verbs. can could may might must should
You use could:
You use must: will would
• to talk about something you are obliged to do. The obligation usually comes from the speaker and it can express a moral obligation, necessity, strong advice or a strong suggestion. (See Lesson 26) It's late. ! must go now. You really must stop smoking.
107
L Grammar review
You often use must to talk about safety instructions. You mast fasten your seatbelt. Hare to has almost the same meaning as must but the obligation conies from a third person. You often use it to talk about rules. The government says you have to do military sen'ice. You use mustn't: • To talk about something you're not allowed to do. (See Lesson 26) You mustn 't smoke here. You can also use can't. You can't smoke here. You use should: • to give advice. It can also express a mild obligation or t heopinion of the speaker. (See Lesson 29) You should take some exercise. You shouldn 't smoke.
Second conditional Form You form the second conditional with if+ past simple. would + infinitive. If I found some money in the street, I'd take it to the police. You can also use the past continuous in the (/'clause. //'// was raining. I'd take an umbrella. Use You use the second conditional to talk about an imaginary or unlikely situation and its result. You talk about the imaginary or unlikely situation with if+ past tense. You describe the result with would or wouldn't. (See Lesson 39) If I had a lot of money, I would give some away. If a stranger asked me for money, I wouldn 't give him
any.
You use would:
You often use the contracted form in speech and informal writing. The {/'clause can come at the beginning or at the end of the sentence. It is still common to see were and not was in the //'clause. If I were you, I'd go home
9 to ask for permission with mind if. (See Lesson 30) Would yon mind if I borrowed it?
Present simple passive
• Oughtin't) to has the same meaning as should(n't). You ought to take some exercise. For the uses of will see Future simple (will)
9 to ask people to do things with mind + -ing form verbs. (See Lesson 30) Would you mind lending it to me? • to talk about the consequences of an imaginary situation. (See Lesson 3H) I'd go to a small town in France.
Conditionals First conditional Form You form the first conditional with if + present simple. Will + infinitive. If you touch it, you'll get a shock.
Use You use the first conditional to talk about a likely situation and to describe its result. You talk about the likely situation with (/+ present simple. You describe the result with will or Won't. (Sec Lesson 37) If you give it to me, I'll let you go. If it doesn 't stop rising, we won't be able to escape. You often use the contracted form in speech and informal writing. The //"clause can come at the beginning or at the end of the sentence.
Form You form the present simple passive with am/is/are + past participle. A splendid feast is prepared. Shops are filled with symbols ofcfeaih.
Use You use the passive to focus on the object of the sentence. You can use it when you don't know who or what does something. The object of an active sentence becomes the subject of a passive sentence. (See Lesson 33) A bowl of water is placed on the table. If you are more interested in the object but you know who or what does something, you use by. A special kind of bread is baked by the men.
\ got Form You use the contracted form in spoken and informal written English. Affirmative
Negative
I
I
you 've (have) got we they
you haven't (have not) got we they
he she 's (has) got
lie she
it
108
Grammar review
Questions Have I/you/we/they got?
Short answers Yes, I/you/we/they have. No, I/you/we/they haven't.
You often use that instead of who or which. A druggist is someone thai sells medicine in a shop. A subway is a railway that runs under the ground.
Has he/she/it got?
Yes, he/she/it has. No, he/she/it hasn't.
You use where for places. A parking lot is a place where you park your car.
Use You use have got to talk about facilities, possession or relationship. (See Lesson 10) I're got a new car. You don't use have got to talk about a habit or routine. / often have lunch out. NOT I often have goi lunch out. You don't usually use have got in the past. You use the past simple of have. I had a headache yesterday. XOTfhad got a headache,
Questions You can form questions in two ways: • with a question word such as who. what, which, where, how, ichy. What's your name? • without a question word. Are you English? You can put a noun after what and which. (See Lesson 1) \\'hat time is it? Which road will you take? You often say what to give the idea that there is more choice. What books have \'on read lately? You can put an adjective or an adverb after hoiv. (See Lessons 15 and 20) How much is it? How long does it take by ecu? How fast can you drive? You can use who, what w which as pronouns to ask about the subject of the sentence. You don't use do or did. (See Lessons 1 and 7) What's your first name? Who organised the first package trip?
You can use that after a superlative adjective instead of who, which or where. (See Lesson 19) Who is the nicest person thai you know? What is file most expensive thing that you own? Remember that there is no comma before a defining relative clause. In speech there is no pause.
Articles You can find the main uses of articles in Lesson 3. Here are some extra details. You use an for nouns which begin with a vowel. an armchair You use one if you want to emphasise the number. One hundred and twenty-two. Before vowels, you pronounce the All:/ You do not use the definite article with parts of the body. You use a possessive adjective. I'm washing my hair.
Plurals You can find the main rules for forming plurals in Lesson 3.
Possessives You can find the main uses of the possessive is in Lesson 9. You can find a list of possessive adjectives in Lesson 9.
Expressions of quantity Countable and uncountable nouns
You can use who, what or which and other question words to ask about the object of the sentence. You use do or did. (See Lessons 1 and 7) Who did he take on the first package trip?
Countable nouns have both a singular and a plural form. (See Lesson 15) an apple - some apples, a melon - some melons, a potato- some potatoes, a cup- (not) many cups, a biscuit- a few biscuits
Defining relative clauses
Uncountable nouns do not usually have a plural form. some wine, some cheese, some fruit, (not) much meal, a little coffee
• You use a defining relative clause to define people, things and places. The information in the defining relative clause is important for the sense of the sentence. (See Lesson 24) You use who for people. A druggist is someone who sells medicine in a shop.
If you talk about different kinds of uncountable nouns, they become countable. Beanjolais and Bordeaux are both French wines.
You use which for things. A subway is a railway which runs tinder the ground.
109
Grammar review
Expressions with countable or uncountable nouns You can put countable or uncountable nouns with these expressions of quantity. lots of apples, lots of cheese, hardly any apples, harldy any cheese, quite a lot of fruit, quite a lot of potatoes Some and any (See Lesson 15) Affirmative Negative
There's some milk in the fridge. There are some apples on the table. / haven't got any brothers. There isn 't any cheese.
Questions You usually use any for questions. Is there any sugar? You can use some in questions when you are making an offer or a request, and you expect the answer to be yes. Would you like some tea? Can I have some sugar, please? Much and many You use many with countable nouns and much with uncountable nouns. (See Lesson 15) How many eggs would you like? How much butter do you need? Too much/many, not enough, fewer, less and more You can put a countable noun in the plural after too many, not enough And fewer. There are too many people. There aren't enough clean rivers. In Britain there are fewer men than women. You can put an uncountable noun after too much, not enough, more and less. There's too much noise. There isn't enough farmland. There's more pollution. You can put an adjective after too or between not and enough. The sea is too polluted. The air isn't clean enough.
Making comparisons Comparative and superlative adjectives Form You add -er to most adjectives for the comparative form, and -est for the superlative form. (See Lesson 18) cold colder coldest cheap cheaper cheapest You add -rto adjectives ending in -e for the comparative form, and -st for the superlative form. large larger largest fine finer finest
110
You add -ier to adjectives ending in -y for the comparative form, and -test for the superlative form. happy happier happiest friendly friendlier friendliest You double the last letter of adjectives ending in -g, -t, or -;?. hot hotter hottest thin thinner thinnest You use more for the comparative form and most for the superlative form of longer adjectives. expensive more expensive most expensive important more important most important Some adjectives have irregular comparative and superlative forms. good better best bad worse worst More than, less than, as... as • You put than before the object of the comparison. (See Lesson 19) Children wear more casual clothes than their parents. • You use less ... than to change the focus of the comparison. Parents wear less casual clothes than their children. • You can put much before the comparative adjective, more or less to emphasise it. They're much less formal than they were. • You use as ... as to show something is the same. They're as casual as teenagers are all over the world. • You use not as ... as to show something is different. Dresses are not as popular as in Western countries. But, however, although You use but, however, and although to make a comparison which focuses on a difference. (See Lesson 35) You put but at the beginning of a sentence or to join two sentences. We the We the
drink coffee in the morning. But we don 't drink it in afternoon. drink coffee in the morning but we don't drink it in afternoon.
You use although at the beginning of a subordinate clause. You need to separate the subordinate and the main clause with a comma. We usually have dinner at six. although some people have dinner later. You can put the subordinate clause at the beginning or at the end of the sentence. Although we usually have dinner at six, some people have dinner later. You put however at the beginning of a sentence. You put a comma after it. We drink coffee in the morning. Hoivever, we don't drink it in the afternoon.
Pronunciation guide
So, because • You can join two sentences with so to describe a consequence. She often took the plane so she didn 't look at the safety instructions. • You can join the same two sentences with because to describe a reason. She didn 't look at the safety instructions because she often took the plane.
Prepositions of place (See Lesson 14)
Prepositions of time and place: in, at, on, to
Pronunciation guide H
park
/h/
buy
/*/
hat
/d/
day
/ai/
my
/f/
free
AuV
h<>\n
III
give
/h/
house
M hi/
bay
/j/
you
/C3/
there
M
cat
III
sit
N
look
l\'l
An/ /n/
mean — nice
(See Lesson 16)
/ra/
me beer
Use You use in-.
M
what
/P/
paper
M
no
M
rain
fvJ
more
sad
hi!
toy
N It/
/u/
took
M
verb
/LI:/
soon
M M
wine
• • • •
with times of the day: in the morning, in the afternoon with months of the year: in March, in September \h years: in 1996, in 1872 with places: in London, in France, in the cinema
You use at:
• with times of the day: at night, at seven o'clock • with certain expressions of time: at the weekend • with places: at the theatre, at the stadium
You use on: • with days, dates: on Friday, on 15th July You use to-.
• v- ith places: Let's go to London.
Adverbs of frequency Use Yon nst 1 ;m adverb of frrnurnrv rn s;iv how often things happen, (See Lesson 1) They always take their shoes off. We usually take chocolates or flowers. We often wear jeans and sweaters. We sometimes arrive about fifteen minutes before. We never ask personal questions.
A»/ tour
time
zoo
/3:/
sir
III
shirt
M
sun
leisure
/9/
better
fsf to AT/ /e/
sing church thank
in I to/
*1
Afe/
jacket
then
Ill
Irregular verbs
Irregular verbs Verbs with the same infinitive, past simple and past participle
Verbs with same infinitive and past participle but a different past simple
cost cut hit let put read /ri:d/
hil
become come run
let put read /red/
Verbs with a different infinitive, past simpl' participle
set shut
cost
cut hit let
put read /red/ set shut
cost cut
set shut
Verbs with the same past simple and past participle, but a different infinitive bring build burn buycatch feel
find get have hear hold keep learn leave lend light lose make mean meet
pay say sell send sit sleep smell spell spend stand leach understand win
772
brought built burnt/burned bought caught felt found got had heard held kept learnt/learned left lent lit/lighted lost made meant met paid said sold sent sat slept smelt/smclled spelt/spelled spent stood taught understood won
brought built burnt /burned bought caught felt found got had heard held kept learnt/learned left lent lit/lighted lost made meant met paid said sold sent sat slept smelt/smelled spelt/spelled spent stood taught understood won
be begin break choose
do draw drink drive eat fall
fly forget give 8" grow know lie ring rise see show sing speak swim take throw wake wear write
became came ran
was/were began broke chose did drew drank drove ate fell flew forgot gave went grew knew lay rang j i iscsaw showed sang spoke swam took threw woke wore wrote
become come run
been begun broken chosen done drawn drunk driven eaten fallen flo\ forgotten given gone grown known lain rung risen seen shown sung spoken swum taken thrown woken \ >rn
written
COMPONENTS Reward is a multi-level course designed to take students from their first introduction to English up to a fully proficient use of the language. Reward offers unique choice and flexibility in
For the Provides opportunities for self-study and further extension of class work, with key for self-checking.
teaching and learning English. The 40 Lessons and 8 Progress checks of the Student's Book
This contains all the listening and sounds work provided in the Practice Book.
provide a core syllabus of a minimum of 70 hours' work. The Resource Packs contain
Additional exercises for use either in class or at home.
optional communicative activities linked to the Student's Book, which can be used to supplement lessons, revise specific language and structures, and provide variety in class. The cross-cultural contexts of Reward provide stimulating input and encourage discussion, making learning interesting and relevant to today's world. The clear organisation, with each lesson on a double-page spread, means the
Interleaved with the Student's Book, for ease of use in class. These two cassettes contain the listening and sounds work in the Student's Book. Optional communicative activities which can be used to supplement the core syllabus in the Student's Book.
book is easy and enjoyable to use. Key features of Reward Student's Book include: * grammar syllabus covers the essential language at this level extensive vocabulary development *
integrated skills work through activity sequences grammar reference section
*
cross-cultural focus
MACMILLAN HEINEMANN
English Language Teaching
Optional communicative activities for students of business and professional English.
